This study investigated the ability of learning disabled, slow learning, and average children (N=39) to adapt learning strategies to different stimulus demands in small group learning situations. Findings demonstrated distinctly different patterns of strategy usage in each diagnostic category; all three groups were able to differentiate among…

Two studies involved 21 reading disabled elementary students grouped as either dysphonetics (characterized by nonphonetic spelling errors) or dyseidetic readers (characterized by spelling words according to sound rather than appearance). Cognitive strategy differences were noted in visual sequential memory. Findings emphasized the importance of an…

Use of strategies to eliminate interference from irrelevant information in memory was investigated for 11-, 15-, and 18-year-olds. A directed forgetting paradigm was introduced. Results suggest that 11-year-olds use adequate selective remembering strategy, but not selective rehearsal: most 15- and 18-year-olds did. (Author/DST)

A series of studies demonstrated that instruction or intervention directed at change in conceptual variables resulted in changes in teaching performance. Implications for practice and research emphasize greater attention to conceptual variables as aspects of training. (Author/DF)

Discusses learning modalities and learning styles in science education. Learning modalities characterize the way the brain takes in information (input) and restructures/expresses the information (output). Learning styles are ways that information is processed once it is obtained. Examples (including Kolb's "Learning-Style Inventory") are included.…

A college study examined whether students' ability to learn FORTRAN was related to the characteristic way they separate and organize information. Results and implications for further study are offered. (DF)

This chapter examines research on the cognitive processes involved in mathematical problem solving. The introduction includes definitions of key terms and a summary of four cognitive processes used in mathematical problem solving: (1) translating; (2) integrating; (3) planning; and (4) executing. Examples are then provided and exemplary research…

Children who are bright and hard-working, yet find school a struggle, or children who can discuss things they have learned but whose written work is of surprisingly poor quality, might have learning differences that are hindering them from reaching their full potential. Some children are visual learners, others are auditory learners, and others…

Connectionist models apply various mathematical rules within neural network computer simulations in an effort, among other things, to mimic and describe human memory associations and learning. Learning involves the interaction of information provided by instruction with existing information already in the learner's memory (Ausubel, 1968; Bruner,…

This study examined the potential of a hypermedia-based expert tool to scaffold 66 regular education sixth graders engaged in a problem-based learning (PBL) program. Participants completed "Alien Rescue," a hypermedia PBL environment on the solar system. The tool under investigation offered students interactive video of an expert…

Developed a heuristic strategy (SOLVED) to explain the processes involved in understanding and solving mathematical word problems (problem translation, problem interpretation, solution planning, solution execution, and solution monitoring) among upper elementary students. Results indicated that SOLVED was more effective in aiding both short-term…

Strategies used by upper secondary school students to regulate their own learning processes were studied for 248 Australian students, 215 Japanese students in Japan, and 30 Japanese students in Australia. The pattern of strategy used varied for each cultural group, with Japanese students using memory strategies significantly more often. (SLD)

Analyzes video recordings of three undergraduate students' textbook-based homework. Focuses on the ways in which their exercise reasoning is mathematically well-founded or superficial. Indicates that most strategy choices and implementations are carried out without considering the intrinsic mathematical properties of the components involved in…

A literature-based model of good information processing is sketched describing how metacognitive knowledge influences strategy selection and use. Three problems for learning-disabled students in using study strategies productively are discussed: neurological impairments; deficiencies in general world knowledge; and negative beliefs, attitudes, and…

Describes the nature of processing depth in student learning as a dispositional construct and as a characteristic of task-specific strategies. Reviews efforts to measure processing depth, as shown in student text summaries. Considers several ways in which depth may be measured in educational assessment. (Author/KS)