Presents a theoretical framework for designing computer-based systems that guide students in learning strategy selection; compares theories for determining when system-assigned strategies will promote knowledge and skill acquisitions; reviews relationship between learning and instructional strategies; and outlines potential applications of…

Presents evidence to establish that instructional technology applications often result in transfer of training failures, which are attributed to inappropriate mixing of behaviorist and cognitive instructional design models. Specific suggestions are made for instructional design prescriptions that support different levels of transfer for different…

Reviews bases for contemporary discontinuity theories of mental development, presents findings that support alternative proposition of continuity and scrutinizes assessment methods from which these continuity results derive. Also offers several models that help explain the continuity findings, and argues that individual differences in mental…

Used the Sibling Inventory of Differential Experience with 396 adolescent and young adult children to determine the extent to which genetic differences between siblings or sibling differences in family constellation variables were responsible for differential experiences. (HOD)

Examines issues in broad-based training in the context of transfer of training. Classical research findings on transfer are summarized and training policy implications are drawn. Transfer is reexamined relative to recent ideas in cognitive psychology, training methods to enhance transfer are suggested, and future research needs are addressed.…

Analyzes instructional theory requirements and suggests that structural learning theories meet these requirements. Essentials of such theories are illustrated in the context of designing an instructional unit on subtraction. Structural learning theories are then described more generally and contrasted with cognitive theories. Implications for…

Examines the degree to which experiencing confusion during the acquisition of new academic material differentially affects classroom performance of helpless and mastery-oriented fifth-graders. Provides an initial test of a theoretical approach to understanding differences between male and female performances in different subject areas. (AS)

Many educational questions of research interest focus on individual differences in attitudes and behaviors related to academic achievement, changes in such attitudes and behaviors over time, and the types of academic environments that facilitate or prevent development of achievement attitudes and behaviors at school. This paper, the first in a…

Hierarchical linear modeling was used to examine the effects of individual and classroom level factors on reported value of mathematics for students (n=557) in grades three, four, and six. Data for this study came from the "Childhood and Beyond" study. Results indicated that the use of computers and computer efficacy were both positively related…

Four papers offer comments on A. Silverstein's paper on cluster analysis of institutionalized mentally retarded individuals, and Silverstein responds to the commentaries. The commentaries examine the soundness of study goals, usefulness of an adaptive behavior classification system, and feasibility of utilizing adaptive behavior measures to…

Presents results of two studies examining individual differences in self-presentation style. Identifies three major groups among subjects: consistents, flexible impression managers, and rigid impression managers. Reports differences in self-evaluations among the groups with consistents rating themselves most favorably. Concludes that individuals'…

Explores the implications of schema theory and research from cognitive psychology for improving social studies education. Identifies some specific techniques for improving instruction. Suggests conceptualizing differences between children of different ages according to their cognitive processes and structures. Describes some anticipated…

Discusses the history and role of differentiated secondary education in the former Soviet Union. Outlines the responsibilities of differentiated instruction. Offers suggestions for continuing this type of education in the future. (SG)

To ascertain whether cerebral lateralities can be considered aptitudes or individual difference measures within an aptitude-treatment-interaction (ATI) framework, hemispheric asymmetries and cognitive psychometric tests were administered to 50 right-handed, Caucasian, male Navy recruits. Principal factor analysis with varimax rotation was computed…

Underlying the research reported in this paper is a theoretical framework which defines the self-regulation of learning as the number and kinds of teaching tasks students perform themselves. Three studies are presented on individual differences in regulation-processes emerging from thinking aloud protocols. Protocols of good and weaker performing…