This paper considers the impact of technological processes on human thought, specifically the implications of artificial intelligence (AI) on writing instruction. The main purpose of this paper is to present instructional considerations that will elevate human voice and reduce student temptations to turn to AI unreasonably to produce a piece of…

In this study, action research was used over two years to refine the implementation of process-oriented guided inquiry learning for chemistry students in an academic development programme at a research-intensive South African university. Students' responses to guided inquiry were collected based on a three-pillar framework underpinned by cognitive…

This study of minority students entering their first year of an urban historically Black college (HBCU) investigated the utility of commercial subliminal audio aids to improve academic performance, along with a method of automatic delivery of said messages. Recruited from graduates of an eight-week summer program, 324 developmental students were…

The author explored the developmental courses of deep learning approach and critical thinking over a 2-year period. Latent growth curve modeling (LGM) procedures were used to test and trace the trajectories of both theoretical frameworks over time. Participants were 264 (119 women, 145 men) university undergraduates. The Deep Learning subscale of…

This study focused on assessing the relationship of class scheduling with student outcomes in Intermediate Algebra, the prerequisite course for College Algebra. Numerous studies of information processing theory and the spacing effect on learning have been conducted; they have produced mixed findings. Relatively few studies have been conducted to…

Examines definitions of written fluency, methods used to promote fluency, and some of the problems inherent in the approaches. Topics discussed include writing process, modeling, metacognition, and developmental studies. Concludes that written fluency is a multi-dimensional concept involving a range of strategies, their organization, and…

Reports on a study of first-year college students who received instruction in metacognitive awareness for reading and writing. Describes metacognitive teaching strategies such as use of reflective journals or "reading logs," in which students recorded their thought processes as they read text and wrote papers. States that analyses of logs…

Describes a critical thinking course in which students perform ongoing critical analyses of themselves. Argues that developmental students lack internalized knowledge. Discusses four questions that students answer throughout the course: "Who are you?""How did you get that way?""What do you want to become?" and "Who are you now?" (AJL)

Describes a dissertation model used in teaching a critical-thinking course for developmental freshmen. Students learned how to create knowledge by linking the five-chapter model with the elements and standards of critical thinking, and by writing and defending their own 10-page dissertations. Discusses course strengths and weaknesses. Contains 13…

Describes the underlying human development theory that supports developmental-learning as opposed to remedial-learning assistance. Outlines a model of learning assistance based on these principles. (Author)

Argues that many developmental students succeed in college regardless of their basic academic ability and high school records. Presents data that suggest that, as a predictor of academic success over time, conscientiousness combined with metacognitive study skills is superior to ACT test performance. Suggests that proper developmental learning…

To take math anxiety out of math instruction, teachers need to first know how to easily diagnose it in their students and second, how to analyze causes. Results of a recent study revealed that while students believed that their math anxiety was largely related to a lack of mathematical understanding, they often blamed their teachers for causing…

An approach to teaching students how to develop ideas, a major learning and study problem found among college students, is described. The strategy is a practical one that teaches the process of ordering concepts and data, and then how to use this process to solve problems and think critically. (MSE)

Explores three aspects of temporally displaced talk between mothers and children: (1) the role of the knowledge base in such talk; (2) the effect of mother talk on child talk; and (3) the impact of such talk on the child's knowledge base. Indicates that maternal speech can mediate information and experience and contribute to the child's world…

Describes the theoretical models which suggest different "levels" in memory processing, corresponding to the short-term and long-term storage of information. Reviews studies substantiating this perspective and outlines strategies for the use of "levels" in developmental education design, as an alternative to rote memorization. (PAA)