This paper reports three experiments concerning methodological issues in studies on incidental learning performance which use verbal and nonverbal procedures and which appear to be hampered by differences in stimulus materials, learning opportunities, and dependent measures. The first study, using 128 children from grades 3, 5, 7, and 9, attempted…

Analyzes the process of learning--both intentional and non-intentional--and concludes that the view that learning is learning only if it is formal and intentional is false. (RK)

The incidental and intentional learning abilities of high- and low-test-anxious second, fourth, and sixth grade children were explored. (BRT)

Study examined the influence of 141 fifth graders of two sociometric variables, mutual selection of playing partners and membership in a cohesive group, on learning from classroom simulation games. Although cognitive learning evidence existed, no effects of sociometric grouping were apparent. (CMV)

The incidental learning paradigm supports two findings concerning selective attention: (1) the difference between central and incidental task performance increases with age, and (2) the correlation between central and incidental performance decreases with age. Neither of these findings clearly supports the view that attentional selectivity…

An experiment with 30 normal hearing college students and an experiment with 8 adults with cochlear implants evaluated the effectiveness of 2 types of anticipatory strategies to prepare for upcoming communication interactions: workbook activities and situation-specific lipreading practice. Subjects did not improve their performance on…

This commentary on EC 603 155, which discusses enhancement of literacy skills in young children with learning disabilities, focuses on the cognitive/metacognitive mix in intentional learning, reasons for children's faulty self-regulation, changes in strategic behavior in reciprocal teaching over time, and power and knowledge of teacher and child…

From the cognitive model of multimedia learning proposed by [Schnotz, W., & Barnett, M. (2003). Construction and interference in learning from multiple representation. "Learning and Instruction, 13", 141-156], two hypotheses regarding the learning of spatial arrangements of objects were derived: the integration hypothesis and the multiple source…

The main purpose of the research was to make a comparative study of: (1) trial-and-error learning, in which a subject performs and is provided with knowledge of results; and (2) observational learning, in which a subject either observes the performance of another subject or is otherwise provided with equivalent information as to the correctness…

A series of papers will be written to review in a comprehensive fashion the literature related to 3 categories of variables in concept learning: task variables, stimulus variables, and learner variables. This paper, the first of the series, focuses on task variables. Research dealing with instructions, temporal factors, and feedback is critically…

The locus of control of subjects may be the confounding variable affecting the acceptance of motivational cues in intentional-incidental (INT-INC) learning studies, and thus the reason for conflicting results in "funneling effect" (leaning toward intentional learning as a function of motivation) experiments. 96 female college students selected for…

Two types of questions were inserted in reading material either before or after certain text segments to see how they affected learning. (MM)

The von Restorff effect was clearly demonstrated in intentional learning and in Type 2 incidental learning, extrinsic case, of children. (Author)

Hypothesis was tested that more high-imagery-arousing than low-imagery-arousing noun stimuli will be recalled in incidental as compared to intentional learning. (Author)