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Federal Aviation Administration (DOT), Washington, DC. Flight Standards Service. – 1972
The test guide was prepared to assist applicants who are preparing for the Ground Instructor Written Test. It supersedes the 1967 examination guide. The guide outlines the scope of the basic aeronautical knowledge requirements for a ground instructor; acquaints the applicant with source material that may be used to acquire this basic knowledge;…
Descriptors: Aviation Technology, Intentional Learning, National Competency Tests, Study Guides
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Salomon, Gavriel; Globerson, Tamar – International Journal of Educational Research, 1987
Mindfulness is the volitional, metacognitively guided use of nonautomatic, usually effortful processes. The dimension of mindfulness-mindlessness plays various important roles in different kinds of learning and transfer situations. Theoretical, operational, and educational implications of mindfulness are discussed; and relevant research is…
Descriptors: Educational Research, Intentional Learning, Learning Processes, Metacognition
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Badets, Arnaud; Blandin, Yannick; Bouquet, Cedric A.; Shea, Charles H. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2006
Three experiments were conducted to determine if the intention to perform motor sequences in the future results in similar patterns of activation and inhibition as observed for verbal scripts. In Experiments 1 and 2, intention was induced by informing one group that they would be tested on the tasks following acquisition; the other group was not…
Descriptors: Psychomotor Skills, Experimental Psychology, Inhibition, Recognition (Psychology)
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Murphy, Martin D.; Brown, Ann L. – Journal of Experimental Child Psychology, 1975
Preschoolers' recall and clustering of organized lists of pictures were examined either under deliberate instructions to remember or in incidental learning situations. It was concluded that the activity of the children determines depth of processing and subsequent retention, not the intent to remember. (JMB)
Descriptors: Incidental Learning, Intentional Learning, Memory, Preschool Children
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Nigro, Georgia N.; Roak, Rebecca M. – American Journal of Mental Deficiency, 1987
Memory automaticity for spatial location was evaluated with 14 mildly retarded adults and 14 nonretarded adults under two instructional conditions: intentional or incidental. Intention to encode spatial location had no effect on recall for either group and retarded and nonretarded subjects did not differ in recall of spatial location. (Author/DB)
Descriptors: Adults, Incidental Learning, Intentional Learning, Memory
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Shelton, Dennis; Newhouse, Robert C. – Journal of Experimental Education, 1981
Differences in recall and number of trials to criterion between incidental learning groups and control groups of undergraduate students when memorizing CVC trigrams of high or low intralist similarity were investigated in this study. Results indicate that incidental learning did occur and suggest that incidental learning facilitates intentional…
Descriptors: Higher Education, Incidental Learning, Intentional Learning, Paired Associate Learning
Dickinson, John – Research Quarterly, 1978
The results suggest that coding for storage in the short-term memory is effective when learning occurs under incidental conditions; however, long-term storage appears to be significantly affected by the intention to learn and the foreknowledge of a recall test. (MM)
Descriptors: Incidental Learning, Intentional Learning, Learning, Learning Motivation
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Dinnel, Dale; Glover, John A. – Journal of Reading Behavior, 1986
Contrasts sequential and relational processing manipulations of passages with manipulations which focus on individual lexical items and the propositions in which they are embedded. Finds recall to be superior when readers use sequential and relational processing during performance of individual item-specific lexical processing. (RS)
Descriptors: Incidental Learning, Intentional Learning, Memory, Reading Research
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Martinez, Margaret – ACM Journal of Computer Documentation, 2000
Introduces intentional learning theory and learning orientations, describes higher-order psychological attributes and learner-difference variables for successful learning, offers explanations for fundamental learning differences, and suggests strategies for matching and accommodating learning needs for audiences profiled by learning orientation.…
Descriptors: Affective Behavior, Audience Analysis, Intention, Intentional Learning
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Dewitte, Siegfried; Lens, Willy – International Journal of Educational Research, 2000
Tested the hypothesis that focusing on details of studying (a low-action identity) would enhance performance and persistence. Data for 35 Belgian college students supported this hypothesis for academic nonprocrastinators, but for procrastinators, a low identity was found to enhance only task persistence and performance on a creative response…
Descriptors: College Students, Foreign Countries, Intentional Learning, Performance Factors
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Pfahl, Nancy Lloyd; Wiessner, Colleen Aalsburg – Adult Learning, 2007
Narrating stories of life experience has helped educators motivate adult learners with diverse goals. Working with culturally diverse learners in their community contexts, including adults who have been unable to advance their development and learning, educators have observed them become more able to learn and succeed in their varied pursuits as…
Descriptors: Learning Strategies, Adult Education, Adult Learning, Adult Students
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Ericsson, K. Anders; Roring, Roy W.; Nandagopal, Kiruthiga – High Ability Studies, 2007
Giftedness researchers have long debated whether there is empirical evidence to support a distinction between giftedness and attained level of achievement. In this paper we propose a general theoretical framework that establishes scientific criteria for acceptable evidence of superior reproducible performance, which any theory of exceptional…
Descriptors: Theory Practice Relationship, Academically Gifted, Inferences, Academic Ability
Lewis, Michael – 1979
This paper addresses several issues concerning the nature of imitative acts and the conditions under which they take place. These issues include: (1) the separation of imitative acts from reinforced behavior; (2) the separation of true imitative acts from reflexive acts; (3) the separation of imitative acts from acts which normally have a high…
Descriptors: Child Development, Children, Imitation, Intentional Learning
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Kaplan, R. – Journal of Educational Psychology, 1976
The effects of requiring an overt or covert response to objectives when grouped before or interspersed throughout a text were investigated for intentional and incidental learning. In addition, two densities of specific and general objectives were investigated. (Author/BW)
Descriptors: Covert Response, Educational Objectives, Incidental Learning, Intentional Learning
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Clabby, John F., Jr. – Psychology: A Quarterly Journal of Human Behavior, 1979
The humor element as a reinforcing tool was examined. Experimental group subjects selecting nouns were shown humorous cartoons. Non-noun selection was followed by a humorless cartoon. Results indicated that humor significantly facilitated intentional learning for the low-creative experimental group. (Author/BEF)
Descriptors: Adults, Associative Learning, Creativity, Humor
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