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Direct linkMiddlebrooks, Catherine D.; Castel, Alan D. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
Learners make a number of decisions when attempting to study efficiently: they must choose which information to study, for how long to study it, and whether to restudy it later. The current experiments examine whether documented impairments to self-regulated learning when studying information sequentially, as opposed to simultaneously, extend to…
Descriptors: Independent Study, Memory, Sequential Learning, Study Habits
Laureys, Steven; Degueldre, Christian; Del Fiore, Guy; Aerts, Joel; Luxen, Andre; Van Der Linden, Martial; Cleeremans, Axel; Maquet, Pierre; Destrebecqz, Arnaud; Peigneux, Philippe – Learning & Memory, 2005
In two H[subscript 2] [superscript 15]O PET scan experiments, we investigated the cerebral correlates of explicit and implicit knowledge in a serial reaction time (SRT) task. To do so, we used a novel application of the Process Dissociation Procedure, a behavioral paradigm that makes it possible to separately assess conscious and unconscious…
Descriptors: Learning Processes, Reaction Time, Sequential Learning, Pacing
DEAN, STUART E. – 1964
THE TWO INFLUENCES THAT INITIATED EXPERIMENTATION WITH THE NONGRADED SCHOOL WERE THE QUINCY GRAMMAR SCHOOL OF BOSTON IN 1848 AND CONCERN FOR INDIVIDUAL DIFFERENCES. DISCUSSED IN THIS REPORT WAS THE NONGRADED TYPE OF SCHOOL ORGANIZATION THAT ALLOWED A FLEXIBLE SITUATION AND A PERMISSIVE CLIMATE IN WHICH TEACHERS COULD ADJUST THEIR PROGRAMS IN…
Descriptors: Flexible Progression, Individualized Programs, Learning Processes, Nongraded Instructional Grouping
