Examines the effect of headings on memory as a function of readers' preexisting knowledge of passage topic. Employs a multiple-choice retention test. Finds that headings facilitate recognition memory by activating schemas and that such organizational effects of headings benefit main-idea information more than detail information. (RS)

Examines the interrelationships between cinematic and literary works in terms of possible responses, or the possible worlds created when children encounter and create literary discourse. Notes that these responses reflect previous encounters with literature, film, and life. (MM)

Argues that the use of visuals specifically designed to complement printed instruction can significantly improve student achievement of certain types of educational objectives, but that visualization itself represents only a mild rehearsal strategy which will not always optimize student achievement of the more complex levels of learning. (RS)

This paper discusses recent research on second-language learning and argues that "prior knowledge" does not necessarily constitute the basis of comprehension in second-language learning, that "comprehended input" does not have to be "learner-controlled," and that "input" and "intake" are not necessarily two fundamentally different phenomena.…

Investigates how metaphor influences a reader's ability to recall information about new concepts, assimilate new concepts into existing conceptual structures, and accommodate new concepts by creating new conceptual structures. Offers support for metaphor as an instructional device for formal reasoners. Suggests that metaphor may interfere with…

Discusses the importance of teacher planning for effective second language instruction, focusing on preplanning analysis, textbook adaptation, and lesson planning. Teachers need to be aware of what their students already know and what they need to know in order to understand the new material. (two references) (MDM)

Presents a refined form of a personal theory of learning that examines two distinct parts of the complex interaction between a learner's internal mental structures and his or her world of experience. (Author/MKR)

Chippenham College (Great Britain) meets the needs of local armed services personnel with programs incorporating accreditation for prior learning within the framework of the National Vocational Qualifications. One aim is helping service personnel with transition to civilian employment. (SK)

Suggests that adults learn more easily when material is linked to knowledge that they already have. Offers tools such as structured overviews, effective graphics, and conceptual maps and discusses the use of case studies in corporate training. (JOW)

Examines the effects of prior topic knowledge and vocabulary knowledge on tenth graders' recall of different aspects of passage content in a magazine article about a baseball ceremony. Finds that domain knowledge and vocabulary have independent effects on comprehension and that these effects are on what is comprehended as well as how much is…

This response to criticism of a previous article discusses the ways in which learners exist in and move through communities and how changing locations affect learning processes. Topics addressed include prior knowledge; practice-based, situated learning; political philosophy; learning as a social practice; and implications for the design of…

Describes a cross-cultural study using a pre- and posttest model that finds (1) children understand and are able to answer questions about their own culture; (2) instruction in a classroom can improve the understanding of concepts from a differing culture; and (3) classroom-based, cross-cultural research is possible. (MG)

Examines issues in the controversy between constructivists and instructional systems design (ISD) that were raised in an earlier issue. Students' prior knowledge is discussed, the development of prepackaged instructional materials is considered, transfer of training and prior learning are discussed, and the need for greater attention to research…

Discusses common flaws in Anticipation Guide statements (teacher generated statements, used in teaching expository reading, about a topic that students respond to before reading about that topic). Offers guidelines for writing statements and examples of ineffective and effective statements. (SR)

Ninth graders (n=30 and n=39) who learned to use a prior knowledge activation (PKA) strategy consistently outperformed students in a main-idea strategy treatment group (n=25 and n=43) and those in a no-instruction control group (n=24 and n=44) on application-level questions but not on literal-level questions. (SLD)