Assesses the effects of textual errors on dyadic and individual learning. Finds that dyads performed better than individuals on recall of text in sections without errors, on recall of error location, on error frequency, and on motivation and interest measures, but performed no better on recall of texts containing errors. (RS)

The study investigated the development of memory strategy knowledge and spontaneous use of strategy by 6- to 12-year-old boys with attention deficit disorder and hyperactivity (ADD-H). Although there was no difference between experimental and control groups in metamemory knowledge, the ADD-H subjects were less likely to use memory strategies.…

Studies the allocation of attention of 100 four- and five-year-olds on a selective attention task. Results suggest that preschoolers are capable of using selective strategies when the task is made meaningful by the inclusion of a familiar script that provides supportive cognitive context. (RJC)

Describes Britain's use of work shadowing, in which an observer follows a worker around for a period of time, observing the various tasks in which the worker engages. Considers potential relationship of work shadowing to work-related learning in the United States. (Author/NB)

Learning-disabled students in mainstream settings can use guided notes to help them actively participate in notetaking, follow the sequence of lectures/discussions, and produce useful summaries of important information for future review. This article defines guided notes, describes how to develop guided notes, and offers tips to maximize their…

Describes research that examined the role of online examples in a minimal manual on learning to use an interface construction toolkit called InterCONS. Highlights include the minimalist approach to designing user resources; user performance; the use of online examples versus printed examples; and user reactions. (Contains 18 references.) (LRW)

Describes an alternate view of language learning strategies that limits their application to those behaviors that are intentional and freely chosen. A model is presented that postulates that for strategies to be used, students must be aware of one or more appropriate strategies, have reason to use them, have no impediments to their use, and should…

The role of prior knowledge in elaboration strategies was examined in 3 experiments involving 304 college students.. Elaborative interrogation was most effective when learners were able to draw on a rich knowledge base. When the knowledge base was low, imagery-based strategies were more potent than elaborative interrogation. (SLD)

Describes methods for constructing gates and slalom courses to teach paddling skills to young campers. Describes how the English Gate system, a standardized course, can be used both for instruction and to test camper's paddling skills. Recommends the use of a three-level award system (novice, intermediate, and expert) to recognize camper…

This study evaluated the effectiveness of promoting relational thinking, using "elaborative interrogation" techniques, to facilitate the content acquisition of 36 elementary school students with mild disabilities. Results indicated that students coached in relational thinking who generated their own explanations outperformed students who…

Describes mapping, a collaborative activity to stimulate discussion or summarize learning. (SR)

Two experiments were conducted with 124 undergraduate and graduate students to investigate the interaction between strategy use and accessibility to relevant knowledge. Variations in relevant knowledge accessibility significantly affected strategy use on the first memorization trial, and ease of use on the first trial affected maintenance of the…

Two guiding principles for classroom management and instruction that emerge out of current knowledge about attention mechanisms and processes are that teachers should adapt their instruction to their students' stable attention mechanisms and that teachers should use imaginative teaching and management strategies to help students enhance their…

Lists five key elements of cooperative learning. Shares some ideas on cooperative learning successfully used in the language arts classroom. (RS)

Analysis of pretest and posttest scores showed no significant differences in the achievement of 58 adult students in cooperative learning groups in business English compared to that of students who learn through teacher-directed methods. A stronger spirit of participation, cooperation, and helpfulness was observed among group members. (JOW)