In order to show the problem second language learners face when confronted with ambiguity, this article explores the linguistic and metalinguistic strategies used by adult Dutch learners of English. These learners possess the cognitive maturity and metalinguistic skills of native speakers but resemble--in knowledge of English-- children acquiring…

Discusses the responses of science graduates (N=34) to control of variable problems. Two content areas (biological/plants and physical/pendulum) and two formats (experimental planning and data interpretation) were employed in their study. Results suggest that different problems elicit a variety of solution procedures and are affected by prior…

Reviews a study which sought to assess the influence of field activities, as compared to classroom-contained activities, upon students in an earth science laboratory course. Test results indicated that both groups had identical levels of lower-order learning but the field-oriented group demonstrated higher levels of understanding and application.…

Concludes that providing students with direct instruction on a selected strategy may result in their active use of this strategy to enhance their learning.

Concludes that semantic maps do not work alone, but must be built in class during discussion of vocabulary. Shows that discussion alone works well for most students. (FL)

Extended research on cognitive factors that may differentially underlie test anxiety and academic performance by assessing differences in (a) information-processing strategies used to encode course-work information, (b) degree of belief in one's negative self-statements, (c) Type A behavior, (d) test-taking skills, and (e) unrealistic expectations…

Using 198 college students, this study investigated the effects on performance of four variables in a concept-learning task. The variables were (1) passive and active learning; (2) contextual specificity and variability; (3) rule-examples sequences; and (4) near and far transfers as critical outcomes. Results are discussed in terms of the…

Compares the vocabulary learning effectiveness of the mnemonic keyword method and two semantic-based approaches (semantic mapping and contextual analysis). Concludes, among other things, that the keyword method is superior to the other two strategies with respect to students' ability to recall word definitions. (FL)

This article reviews progress toward the development of a cognitive theory of aptitude for learning and presents descriptive and precriptive goals for aptitude theories. Preliminary hypotheses about the nature of cognitive processes in aptitude for learning from instruction are reviewed. Twelve constituent points of the descriptive theory are…

The keyword method was compared to the context method of learning new vocabulary in two experiments with undergraduate subjects. In both experiments the keyword method produced significantly greater definition recall. Implications for vocabulary learning theories in particular, and discovery learning approaches in general, are discussed.…

A seven-step program is described for allowing students to try their hand at solving problems of the future. Goals of the program are to encourage students to think more creatively, increase their research and communication skills, and develop problem solving skills. (TE)

Briefly describes stages of the systematic design process for educational software including learning goals identification; considering medium suitability; developing performance objectives, criterion-referenced tests, and instructional strategies; and product evaluation and dissemination. Events of instruction are discussed in detail as they…

Examined the effects of goal instability on performance of students enrolled in learning skills courses (N=60). Results showed students with high goal instability had lower grade point averages than students with low goal instability. (BH)

Provides parallel and flexible reading/writing strategies designed to help college students with the challenge of simultaneously succeeding in a variety of subject areas in which their experience is limited. (FL)

The effects of two learning techniques on immediate and delayed tests examining factual and high-order learning outcomes was examined using 23 college students. Results indicated that listening to a lecture and subsequently reviewing the instructor's notes leads to higher student achievement than taking and reviewing personal lecture notes.…