Describes the author's research on learning and brain activity, which involved more than 5,000 students and faculty members. Explores six stages of learning: (1) preparing to learn; (2) starting to learn; (3) consolidation; (4) branching out; (5) gaining fluency; and (6) continued improving. States that merging educational research with…

Learning and memory are central topics in behavioral neuroscience, and inbred mice strains are widely investigated. However, operant conditioning techniques are not as extensively used in this field as they should be, given the effectiveness of the methodology of the experimental analysis of behavior. In the present study, male C57Bl/6 mice,…

Our research reflects the current trend to relate individual differences in second language learning to underlying cognitive processes e.g., Robinson, 2002. We believe that such investigations, apart from being of practical importance, can also shed light on the cognitive mechanisms underlying the language learning process. Here we focus on the…

Research suggests screen reading is slower and possibly less accurate than reading from paper. Six study and test sessions over 10 months examined correct scores and retrieval responses for learning material presented via these two media. Correct scores did not differ suggesting that close matching of material can eliminate any decrement in…

The goal of this epilogue is to use the methodological contributions of the studies presented in this special issue as a starting point for suggestions about methodology in conducting future interaction research. As is the case in most developing fields, interaction research develops methods internally as it continually borrows and extends…

The author is skeptical about the implications of neuroscience for education currently and into the near future. His skepticism derives from several concerns, but a common theme runs through all of them: attempts to link neuroscience with education pay insufficient attention to psychology. In this article, the author presents four variations on…

Traditional and performance-oriented approaches to procedural training were compared, and the deficiencies were identified. A cognitive interpretation of procedural learning was advanced, and training implications were considered. Representative armor procedures were analyzed to derive the underlying memory structures required for recall. Findings…

Investigated the learning of young and old adults as related to two variables, stimulus concreteness (low vs. high) and presentation method (recall vs. multiple choice vs. associate matching). Main findings were: (a) the elderly did not perform as well as young adults, (b) for both groups, performance was better for the pairs with concrete…

The nature of the memory representation of two types of information in picture stories is examined: surface information, arising directly from pictures, and conceptual information, inferred from connecting pictures into a story. (CHK)

The hypothesis that free recall curves reflecting effects of serial position, presentation time and delay of recall are attributable to subjects' pattern of rehearsal was explored. Experiments varied the patterns of rehearsal to examine the effects on recall. (CHK)

Short-term retention of temporal and spatial order information were compared using the distractor paradigm. Use of phonemic coding and coding of information about temporal-spatial patterns were interrupted to observe subject's reaction and ability to recall. (CHK)

A study is made of ways in which three children forgot a foreign language in which they had been immersed. Specifically considered are whether the last things learned are the first things forgotten, and whether forgetting entails unlearning in reverse order from the original learning process. (Author/RM)

The possibility of an optional time span for grammar systematization in second language learning is discussed, together with related difficulties in self-paced instruction. (RM)

A sorting-recall procedure was used to investigate how long-term memory in elderly subjects is affected by categorical organization. Sixty-four young adults (average age 20 years) and retirees (average age 67) sorted 48 unrelated words into two, four, six, or eight categories prior to recall. High- and low-frequency lists were tested, a…