Four experiments investigated the attentional requirements of learning as assessed by a serial reaction time task. The effects of a dual-task condition, plus the responses of memory disorder patients, were also investigated. The relationship between learning and awareness, preserved learning in amnesia, and the separateness of memory systems are…

Explores several issues related to the study of students' academic careers and the cumulative impact of their learning experiences across grade levels. Building on recent work in cognitive psychology, develops academic "tasks" for the study of inter-grade connections. Identifies areas for future research. (Author/LHW)

The development of computer-assisted and computer-managed instruction for handicapped students involves a number of instructional design issues requiring research. Discussed are algorithmic and heuristic procedures, individual rate of learning, feedback, and instructional task hierarchies.(Author/DB)

Theoretical and empirical support for a preliminary causal model of the role of the self-system in self-regulated learning is presented. The model hypothesizes that the reciprocal relationship between the processes involved, such as self-evaluation and control, can bring change that influences motivation, self regulatory processes, and task…

This paper presents a model for the study of self-instructive learning. The model is based on the assumption that individual differences in self-instructive abilities affect student learning. Application of the model in a classroom situation is discussed. (JAZ)

Describes an approach to teaching the elementary school curriculum using heuristics, which develops children's critical thinking skills. (SRT)

A traditional instructional format that provided instructor-generated terminal knowledge of results was compared with one that also trained students to generate continual knowledge of results using two sections of an operative laboratory. (Author/MLW)

Two explanations of the levels effect in text memory were examined in two experiments. Results supported the predictions of the referential coherence formulation and failed to support the structural height account. (Author/LMO)

Four experiments with college undergraduates examine interactions between linearly separable and nonlinearly separable abstract category structures, different knowledge types, and instructions on classification learning tasks. Implications for independent cue models and interactive cue models are discussed. (LMO)

Three experiments using college students examine the processes involved in deductive reasoning. Effects of training in classroom and laboratory situations confirmed the authors' hypothesis that people use pragmatic reasoning schemas rather than syntactics rules of logic for problem solving. Training materials used in experiments 1 and 3 are…

Provides brief portraits of former students to illustrate what they taught about curriculum. (FL)

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…

An interdisciplinary experiment to develop materials for computer-assisted French instruction at the University of Grenoble is described and the process of translating objectives and strategies into exercises relying on student-machine interaction is chronicled. Three approaches were used: student response using stated rules, recognition…

Investigated the influence that changing the form of the learning cycle's exploration/expansion phases had on the content understandings developed by students and their attitudes toward the learning procedures used. The naturalistic data presented show that students believed learning physics is enhanced by the regular-form learning cycle (which…

A curriculum formation model is used in a discussion of the fostering of participation as it relates to the role of the teacher, the role of the adult learner, and the transactions that take place between them in the learning process. The model presents three modes: institutional, shared membership, and individual. (CT)