Examines the processing of physical and nominal features of letters by children from grades 1, 2, and 6. Examines processing strategies in relation to reading ability. (BD)

Suggests that instructional theory is possible, but it should concern itself only with narrowly circumscribed local instructional situations, relatively small chunks of curriculum for relatively small segments of the educational population. (Author/AM)

When subjects learned paired associates that, on the study trials, consisted of a stimulus (cue) and its correct (target) response plus two other (distractor) responses from within the list, the presence of the distractor items interfered with learning, especially when overtly pronounced as opposed to silently studied. (Editor)

Article attempted to show that new findings are emerging that may bring the study of probability learning closer to the mainstream of research on human memory and information processing. (Author/RK)

Attempts to clarify the concepts of model, simulation, and game on a theoretical basis, with emphasis on application in the field of computer assisted instruction. (DD)

Several different conceptions of the relationship between learning and development are considered in this article. It is argued that dialectical and ecological developmental orientations might provide a useful basis for synthesizing the contrasting frameworks of the operant, information processing, learning theory, and knowledge acquisition…

It is suggested that most of the things people learn are not taught; they are learned by induction. Learning and teaching theories are analyzed with a focus on the induction theory and its implications. The symbol processing carried out by computers is used as a point for comparison. (JMD)

Looks at the processes by which information from individual input events combines to form a mentally represented linear order. (Author/RK)

Cognitive load theory suggests that the manner in which information is presented can interfere with learning. For example, in studying equations with unfamiliar notations, a heavy extraneous cognitive load is generated because mental integration of notations and meanings is required. Discusses four experiments with high school students designed to…

Proposes an information retrieval system based on a hybrid model consisting of an inductive learning and neural network system. Evaluates the system's responses to incomplete queries and inconsistent indexing. Query terms, discriminant descriptors, and the American Documentation Institute's query and document titles used in the evaluation are…

Research supported by a U.S. Public Health Service fellowship grant and by grant No. 01368-04 from the National Institute of Child Health and Human Development.

This research is part of a series of studies, in which the long term objective is to use computer-assisted instruction (CAI) to teach students how to solve nonroutine problems, i.e., problems in which the problem solvers must generate their own strategies. The subjects were 93 first and third graders who tried to solve a novel reasoning problem on…

The effects of meaningfulness of the stimulus materials and the presence or absence of contextual cues on problem-solving behavior were investigated. Third-graders (N=80) were randomly assigned to one of four conditions and their performance in a series of discrimination problems was observed. Subjects in Conditions I and II responded to stimuli…

The present study investigated the effects of repetitions and questions (without feedback) at varying lags during self-paced learning from text. High school students read a series of unrelated paragraphs, each of which was repeated or tested after a variable lag. In a mixed condition, texts and repetitions of particular sentences were combined…