In an attempt to enhance strategies for improving the comprehension and retention ratios for audio programing, some of the advantages and disadvantages of audio for training are presented, followed by some field tested principles which contribute to successful audio programing for education and training. (WL)

Investigates the effect of imagery ability upon performance in free recall and relates this effect to the distinction between primary and secondary memory. (Author/RK)

Three experiments were conducted in which expectations of learning and transfer based on associative theory or frequency theory differed from those based on a theory of mental imagery. (Editor)

Reviews what is known about the neurobiology of learning and then considers the future. Augments the neurobiological analysis with a series of implications and reservations about their use and the social factors in their use which may interact with them. (Editor/RK)

This study tested predictions from Clark and Haviland's formalization of what people do when integrating information. Subjects were presented with simple sentences issued from a set of complex ideas, and asked to reconstruct the complete ideas. Results support predictions based on a recoding strategy formalized by Clark and Haviland. (CHK)

If educators are to successfully address the needs of the individual learner, they must understand what the word individual means. They must relate teaching style to individual learning preference. (Author)

Analyzes what "reading to learn," a process central to higher education, means in terms of conceptual and strategic knowledge, and explores what interventions could help college students learn more from text. Views "reading to learn" as necessitating a deep approach, and suggests that students should be able and required to…

Four experiments examined effects of the number of features and feature relations on learning and long-term memory in 3-month olds. Findings suggested that memory load size selectively constrained infants' long-term memory for relational information, suggesting that in infants, features and relations are psychologically distinct and that memory…

Introduces Flow Theory as framework for understanding authentic engagement. The individual learner's quality of experience should be an essential criterion for judging efficacy of educational challenge. Flow Theory emphasizes that our most powerful experiences of engagement are shared; they involve us with activities matching our capabilities and…

This model of self-directed learning integrates three dimensions: self-management (contextual control), self-monitoring (cognitive responsibility), and motivation. (SK)

Review of 39 studies on perspective transformation reveals the need to recognize the significant influence of context, a lesser role for critical reflection, and a greater role for other ways of learning. A more encompassing view of transformative learning includes affective learning, nonconscious learning, relationships, and collective…

This paper describes a rationale for, and conceptual framework of, learning via open-ended learning environments (OELEs). It highlights development of theories-in-action with OELEs, including the roles of context, system response/feedback, and levels of processing. Discussion also includes examples of theory building via OELEs and implications for…

Workplace learning is goal-directed activity shaped by the context and needs of a particular community of practice. Learning in the workplace includes close guidance by experts and distant guidance from other workers and the physical environment. The activities and the guidance are key components of the workplace learning curriculum. (SK)

In a learner-centered school, teachers and learners generate questions and seek solutions together in an environment that supports risk, tolerates ambiguity, and is flexible. Learner-centered schools value individual and organizational growth and change. (SK)

Design of work-related learning must consider the following: flexibility, learning to learn in changing contexts, social participation, and different types of work-related knowledge. New approaches to acquiring skills and knowledge are needed. Trends influencing these factors include change of focus from training to learning, increasing learner…