People behave as if they know the structure of their environment. Because people rarely study that structure explicitly, several theorists have postulated an implicit learning system that abstracts that structure automatically. An alternative view is that people respond to local structure that derives from global structure. Measures are developed…

In the writing of Matthew Arnold, integration, one great impression rather than many great individual lines, is the most important goal. In his essay, "The Function of Criticism at the Present Time," the "blocs" of his thought are in sets of two, three, or even four sentences: in effect, he writes much like a poet, in couplets,…

From a series of studies financed under a grant of the Rockefeller Foundation for work in the area of production functions and income distributions.

A series of studies investigating effects of alternative methods of writing, arranging, and responding in programed instruction are presented and the results are summarized to provide guidelines for use in program preparation. In a comparison of overt and covert response modes no differences were obtained on an immediate post-program criterion…

The comparative efficacy of overt and non-overt practice responses in programed instruction was investigated under a variety of practice and test conditions using a paired associate learning task. Proponents of operant learning models have consistently questioned the relative effectiveness of passive viewing in programed instruction. An…

Experiments with 81 college students and 48 fifth graders investigated the role of one form of intra-word orthographic redundancy--the characteristic asymmetric spatial distributions of letters of the alphabet across serial positions within words. Adults were sensitive to letter positional distributions, as were fifth graders who were good…

Two experiments investigated the effects of four teaching treatments on sixth graders' learning of an ecology curriculum. Recitation was more significant in improving learning than the other treatments--probing or followup questioning; redirection of a question to another student; and higher cognitive questioning. (Author/CP)

Shows that little overlap between books of psychological readings exists, and that little agreement exists between articles cited in textbooks and articles presented in readings books. (RL)

Certain concepts of redundancy at the phonological level are mistaken or misapplied. Three "fallacies" ("string of beads," vowel redundancy, and single error) of the nature of redundancy are explored. Although learners should be sensitized to other varieties of English, teachers should also provide a model of pronunciation that conforms to a…

Seven-month-old infants require redundant information such as temporal synchrony to learn arbitrary syllable-object relations. Infants learned the relations between spoken syllables, /a/ and /i/, and two moving objects only when temporal synchrony was present during habituation. Two experiments examined infants' memory for these relations. In…

A factor analysis was performed for two levels of the Iowa Tests of Basic Skills (ITBS). Results showed that there was essentially one common factor with little evidence that the user would gain much nonredundant information from the 15 scores yielded by the ITBS. (Author/GK)

Results of two experiments strengthen the hypothesis that the ability to divide attention is constrained primarily by the individual's level of skill. It is not affected by rapid alteration of attention between a reading and writing task, or by automatic processing of the dictated material. (Author/CP)

The growing concern for eliminating duplication and overlap within and between organizations in a school system has led to neglect of the varied forms of redundancy and a disregard for the benefits that accompany it. A particular benefit is increased reliability of the system. Four forms of redundancy are described. (KS)

This collaborative paper explores the process of creating a learning community as a complex learning system in an early childhood graduate course. Reflected here are the course instructor's experiences and those of various students who took the course at different times. This exploration was inspired by the students' (re)created and repeated…