The hypothesis that feedback in programmed instruction is an important variable in the learning of novel, but not familiar, content was investigated. A linear, constructed response program dealing with the Sabbath rituals in the synagogue was chosen due to wide variability in student familiarity with this topic. Subjects were randomly assigned to…

Mobilizing relevant preexisting knowledge significantly facilitated retention of information inconsistent with prior knowledge but did not affect retention of congruous information. A topically organized passage was not better remembered than a topically disorganized one. (Author/PN)

To evaluate different strategies for improving students' comprehension skills, particularly their inference ability, 42 fifth grade students identified as good or average readers were placed into one of three groups for an eight-week instructional period. Students in one group, the Content and Structure group, received systematic attention, story…

Explores the idea that retention of particular concepts must occur before a student can transfer his learning to new situations. Investigates retention and transfer of fifth and sixth graders, in which achievement level was assessed on some advanced concepts as a function of performance on related basic concepts. (CS)

Presents the Integrated Thematic Instruction Model for translating brain research into practical applications in the classroom and school. Describes the specific neurotransmitters involved in learning. Discusses the key role of emotion and the importance of prior experience in the learning process. Recommends the types of sensory input needed for…

A study investigated the effects of direct instruction in the process of revision on students' knowledge of the revision process, their ability to make revisions on paper, and the quality of their writing. Subjects, 30 sixth grade students, were divided into an experimental and a control group. The experimental group received instruction in the…

In most elementary schools in the United States, students get their first systematic introduction to history as a discipline and to chronological treatment of U.S. history as subject matter in fifth-grade U.S. history courses. To develop information about the knowledge and misconceptions concerning U.S. history that fifth-grade teachers can expect…

Use of metacognitive strategies, creative problem solving, and creative thinking techniques in intermediate grade writing instruction can promote students' thinking and creativity. Metacognitive strategies can help students attack the writing task in an orderly fashion. Answering specific questions for descriptive, expository, narrative, or…