The purpose of this experiment was to develop a more explicit conceptual model regarding how learning goals influence learning from text than is currently available. (Author/DEP)

Presents an accumulation model of learning in which incorrect response tendencies remain constant and correct response tendencies increase with practice. This model contrasts with the traditional replacement model in which correct response tendencies replace incorrect ones. The two models are compared in their ability to describe and predict…

The paper describes learning disabled children as disassociated learners (not actively involved in the learning process). The framework shows how it may be logically conceptualized that some children disassociate themselves from academic learning and come to be termed learning disabled. (Author/CL)

Results indicate that training in semantic awareness increased problem-solving ability for both analytic and synthetic problems. (Author)

A model of perceptual processing which posits four primary components of perceptual processing (sensory encoding, perceptual integration, memorial classification and retrieval, and cognitive abstraction) is explained to be helpful in identifying the nature of the learning disabled child's perceptual disorders and in designing a remediation…

Discusses ways to devise training methods to improve students' learning abilities, specifically in rote recall, evaluation of the learning task, summarization, and learning from the text. (EF)

Describes elements of the Self-Directed Learning Process Model (control over learning, learner-teacher interaction, influencing factors). Discusses how reflection on learning processes can transform the way learners think about learning and make them responsible for their own development. (SK)

Examines how the classic organizational model, especially the business entity, has been evolving from the hierarchical pyramid to one that is flatter, more networked, and less rigid. Considers the resulting changes in the role of training, including learning processes, teamwork, and increased diversity. (Author/LRW)

Discusses the need for adequate planning in instructional design and describes the Bulletproof Model for the Design of Blended Learning, a model to guide instructional design for blended learning that combines elements of electronic learning with traditional instruction. Assumes that a performance analysis indicated the need for training. (LRW)

There are three ways to learn: guided learning, experiential learning, and action learning. They differ in many respects from each other and may produce different kinds of representations. They may be compared to ways of undertaking a journey: traveling, trekking, and exploring. (Author/JOW)

Scores of 118 of 341 participants in a leadership development program on measures of critical thinking and adaptive flexibility were used to revise a model of critical thinking and reflective judgment in leaders. Two paths were identified: (1) confirmatory relearning corroborating an existing model of meaning and (2) developmental learning…

Depicts the Learning Square as a model of organizational learning processes with the following elements: multidimensional goals, shared vision, continual learning, and tacit knowledge. A case study illustrates its use in the development of information systems. (Contains 31 references.) (SK)

The purpose of this article is to describe the basic paradigm of the epistemological belief system and to offer new ideas about the conception and study of personal epistemology, namely an embedded systemic model and coordinated teams approach to research. The epistemological belief system approach to personal epistemology is distinguished from…