This article reports the development of a mathematics course using the mastery learning model and a study of the relationship between learning rate and verbal and quantitative aptitudes. (Author)

A review of the research on techniques for increasing the novice's understanding of computers and computer programming, this paper considers the potential usefulness of five tentative recommendations pertinent to the design of computer literacy curricula: (1) provide the learner with a concrete model of the computer; (2) encourage the learner to…

Diagramming composition as a control structure allows us to see the interaction between process and product and to discover that composition is not a linear process but starts and stops, returns and fixes, and moves ahead. In the interaction of three factors--the real world, the writer, and the reader--a text is produced. The objects, social…

TO DETERMINE THE SPECIFIC MECHANISMS THROUGH WHICH TRANSFER OCCURS, THIS STUDY INVESTIGATED TRANSFER RESULTING FROM THE LEARNING OF A SPECIFIC RULE OR PROCESSING FORMULA. PREVIOUS RESEARCH WAS COMBINED INTO A TENTATIVE THEORY OF TRANSFER WHICH WAS TESTED AND ASSESSED BY FOCUSING ON BOTH TRIALS-TO-CRITERION AND VERBAL REPORTS AS MEASURES OF…

The theoretical functions of external feedback in SR and closed loop models of verbal learning are presented. Contradictory predictions from the models are tested with a three by three factorial experiment including three types of feedback and three amounts of rehearsal. There were 90 adult students run individually and they were required to learn…

The Wisconsin model of conceptual learning and development specifies four levels of mastery in the acquisition of a concept. The levels of mastery are defined in terms of performance on tasks designed to measure each level. This paper discusses the internal operations or processes which are inferred as the mechanisms by which each level of…

AN EXTENSION OF MODELING BEHAVIOR INTO COGNITIVE AREAS OF DEVELOPMENT WAS ATTEMPTED THROUGH THE USE OF FILM-MEDIATED MODELS FOR THE ACTIVATION AND GENERALIZATION PHASES OF THE CONSERVATION PROBLEM. FOUR HYPOTHESES WERE SET UP IN AN ATTEMPT TO QUESTION SUCH PREVIOUS EXPLANATIONS OF THE CONSERVATION RESPONSE AS THOSE OF PIAGET AND BRUNER. THE…

A review of some recent experiments suggested that general similarity between words might successfully function as a structural principle for semantic memory. A spatial model based on that assumption is proposed. The relation of this model to network and set-theoretic models of semantic memory is discussed, as is the relation of this model for…

The current state of experimental research on mental retardation is considered from a historical perspective. (Author)

The author discusses research in human learning and describes the learning process as a process of experiencing the unfamiliar. She then explores how the universal aspects of learning relate to each other and what is meant by teaching. She concludes with a discussion of the relationship between learning and teaching. (CH)

Discusses the influences of cognitive psychology on instructional design. Metacognition, schemata, and stages of skill acquisition are described; tasks common to instructional design models are explained; a comparison of cognitive psychology and instructional design approaches to those tasks is presented; and implications for computer-based…

A simulation model of episodic memory, MINERVA Z, is applied to the learning of concepts, as represented by the schema-abstraction task. The model successfully predicts basic findings from the scheme-abstraction literature, including some that have been cited as evidence against exemplary theories of concepts. (Author/LMO)

Presents a model of the role of instructional feedback in learning a motor skill and identifies six levels of motor skill output, each of which has a characteristic type of feedback. The usefulness of several feedback techniques reported in the literature is discussed. (Author/LRW)

Effects of prior knowledge and elaborate processing on retention of connected discourse were studied. Using the mean scores of the control group from each condition, derived scores were calculated for experimental groups. Results indicate prior knowledge and elaborative processing operate to diminish retroactive interference generated by reading a…

Results from a study of 485 young children provided evidence that the development of counting skills is an evolving process in which parts of a relatively simple rule are replaced by features that enable the child to perform an increasingly broad range of counting tasks. (Author/BW)