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| Instruction | 2 |
| Memory | 2 |
| Sequential Learning | 2 |
| Age Differences | 1 |
| Cognitive Processes | 1 |
| Cues | 1 |
| Elementary Education | 1 |
| Elementary School Students | 1 |
| Learning Processes | 1 |
| Learning Theories | 1 |
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| Child Development | 1 |
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| Bray, Norman W. | 1 |
| Mayer, Richard E. | 1 |
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Download full textMayer, Richard E. – 1977
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…
Descriptors: Cognitive Processes, Instruction, Learning Processes, Learning Theories
Peer reviewedBray, Norman W.; And Others – Child Development, 1977
First- and third-grade children were tested under six different instruction conditions which varied in how explicitly they cued a rehearsal strategy in a self-paced sequential-memory task. The type of strategy adopted was monitored with study time and overt verbalization measures. (JMB)
Descriptors: Age Differences, Cues, Elementary Education, Elementary School Students
