There are two main approaches to how statistical patterns are extracted from sequences: The transitional probability approach proposes that statistical learning occurs through the computation of probabilities between items in a sequence. The chunking approach, including models such as PARSER and TRACX, proposes that units are extracted as chunks.…

Recent studies on the spatial positional associated response codes (SPoARC) effect have shown that when Western adults are asked to keep in mind sequences of verbal items, they mentally spatialize them along the horizontal axis, with the initial items being associated with the left and the last items being associated with the right. The origin of…

Career and technical education (CTE) courses, including agricultural education courses, are home to a disproportionately large number of students with learning disabilities. Agricultural education has been sought as a potential solution to teaching abstract STEM concepts through experiential learning methods. Abstract concepts are noted in the…

This paper examines how to leverage the design studio learning environment throughout long-term Digital Design education in order to support students to progress from tactical, well-defined, device-centric routine design, to confidently design sustainable solutions for strategic, complex, problems for a wide range of devices and platforms in the…

This study investigated visual statistical learning (VSL) in 24 deaf signers and 24 hearing non-signers. Previous research with hearing individuals suggests that SL mechanisms support literacy. Our first goal was to assess whether VSL was associated with reading ability in deaf individuals, and whether this relation was sustained by a link between…

The article presents a reflection on the ways multilingual language users perceive their L2 and L3 learning experiences in retrospect. Emphasis is placed on sequential learning of foreign languages in classroom settings for learners/users homogenous in terms of their learning histories, with L1 Polish and L2 English (advanced), but at two…

The gist of the entire constructivist learning theory is that learners are self-builders of their learning that occurs through a mental process in a social context or communication setting, and teachers as facilitators generate learning by creating the expected environment and/or utilizing the process. This article theoretically proves…

Dominant theories of implicit learning assume that implicit learning merely involves the learning of chunks of adjacent elements in a sequence. In the experiments presented here, participants implicitly learned a nonlocal rule, thus suggesting that implicit learning can go beyond the learning of chunks. Participants were exposed to a set of…

In experiments on individual differences in learning, knowledge prerequisites and learning strategies have been shown to be important factors. The author questions whether learning optimization should rely on direct measures from outside the learner or should elucidate and strengthen the individual's capacity for learning decisions. He proposes to…

Describes a study that attempted to establish whether or not a hierarchy exists among selected reading skills, to establish the direction and strength of such a relationship, and to compare empirical methodologies for establishing hierarchical relationships. (MKM)

This document discusses how the organization of instruction influences the encoding and structuring of new material in the memory and the subsequent transfer of such information to novel situations. A theory of instruction for problem solving that considers relevant cognitive variables and that specifies the conditions for productive learning is…

The complexity hypothesis suggests that the hierarchical arrangement of learning tasks is related to the complexity of the task. Using a definition of complexity based on an analysis of the rules governing performance on a task, the present study lent support to the hypothesis. (Author/GDC)

The first section of this paper deals with the question of whether Piaget is a developmental or a learning theorist; the second section relates Piaget's research findings and developmental theory to a sequence of curriculum units in mathematics. It is suggested that Piaget makes no distinction between learning and development of cognitive…

Guidelines presented for the design of instruction using interactive technologies are based on theory and research in learning, instruction, and/or media development. Also explained is a meta-model, ROPES, which highlights retrieval of information, orienting activities, presentation, encoding in the cognitive structure, and the sequencing of…

Shows how elaboration theory (ET) sequences the concepts in a taxonomy and argues that the product of an ET analysis is usually in general agreement with sequencing based on learning prerequisite relationships, and that ET sequencing of taxonomic concepts will not violate learning prerequisite relationships. (Author/MER)