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)

Three language-delayed autistic children (6-11 years old) were taught expressive use of prepositions to describe the location of preferred edibles and toys. Traditional highly structured training and incidental teaching procedures were used in a classroom setting, and generalization was assessed during free-play sessions. Results clearly indicated…

Six pairs of moderately or severely handicapped adults were taught to identify sight words, with those words directly taught to one student serving as words indirectly presented to the other. Results of probes revealed that most of the adults learned incidentally presented words and maintained performance across sets of words. (Author/CL)

Six moderately retarded adolescents were each taught 10 reading vocabulary words in the presence of the group. Ss were tested periodically on their own 10 words, 50 words presented to peers, and 10 uninstructed control words. Ss showed significant learning of their own words, with some also learning their classmates' words. (Author/CL)

A short review of research on the effects of using inserted questions in instructional media and prose.

A group of 94 older adults attended a lecture and film on tourism; immediate and one-month posttest data were compared to 109 controls. Results showed older adults can learn from incidental exposure to information and retain it. However, there was less significant change in attitudes. (SK)

Surveys completed by 794 of 1,276 employees in 12 small/midsized businesses provided strong evidence of formal, informal, and incidental workplace learning; incidental was the most frequent. A positive significant relationship was found between workplace learning and overall job satisfaction, recognition, work enjoyment, and supportive work…

Interviews with 14 professionals investigated whether and how they learned from mistakes, appropriate and inappropriate learning, and acceptance of personal responsibility. Gender differences were found: women tended to internalize blame and sought to make things right; men tended to externalize blame and sought to minimize fallout. (SK)

In Finland, English is widely visible outside the school context, above all in the area of entertainment and mass media, and is no longer regarded as a foreign language in the old sense of the word. Among Swedish-minority students in Finland, the dominant status of English in various mass media leads to positive attitudes towards English among…

The story-telling multimedia, Living Book, is one of the most common edutainment genres, in which children hear and play with interactive and animated stories, in a highly-engaging multimedia environment. Living Books are designed so that every word of the story is projected as text on the computer monitor simultaneously with its narration. This…

Children with autism often have difficulty successfully applying newly acquired skills to novel situations. Naturalistic teaching procedures have been developed to help address this problem with generalization. These naturalistic procedures promote generalization through the use of natural consequences, diverse training, and the incorporation of…

College students received either one half of the objectives for a certain test or no objectives at all. The subjects with objectives performed better than those without on posttest items referenced to their objectives (relevant learning) and less well on items not covered (incidental learning). Findings conflict with previous research. (Author/SE)

This article reports a case study of one research hospital's staff developers' paradoxes and double binds. It begins with a review of definitions of hospital staff development, emphasizing nursing staff development; describes and illustrates paradoxes and contradictions; and discusses implications for hospital staff developers. (JOW)

Six mentally retarded students (12-22 years old) were taught to name sight words during token-exchange periods of a token-reinforcement system. Sequential teaching of new sets of sight words via a multiple-baseline design evaluated the procedure. Five of the 6 students acquired sight-word vocabularies. Data support the educational use of…