Behavioral objectives should be regarded as one of several tools available to educators. Research should be directed toward determining their advantages and limitations, as well as the conditions under which they can be used more effectively. Conditions vary depending upon student awareness of and interest in stated objectives; clarity,…

One hundred-fifty subjects studied a passage with questions interspersed at different locations. Total level of acquisition was highest in treatments involving postquestions and no questions. The results were attributed to the influence of adjunct questions on learner expectations that affect the selective processing of information. (Author/JAC)

Describes a study in which English relative clauses were elicited from two groups of Italian learners: formal learners and informal learners. The results agreed with the order of acquisition predicted by the Accessibility Hierarchy (Keenan and Comrie, 1977, 1979). (Author/SED)

Discusses distinctions between the formal, overt curriculum and the hidden or implicit curriculum that inculcates values and expectations not openly acknowledged. Before 1900, schools stressed homogeneity, efficiency, and obedience to ensure students' smooth transition from childhood to life in an industrialized society. These values became hidden…

Thirty-two hyperactive children (ages 5-11) and 32 controls were tested on (1) a component selection task, measuring serial memory and incidental learning and (2) a cancellation task, assessing attentional variables and distractibility. It was concluded that a deficit in sustained attention and impulsivity best described the group differences.…

Intentional and incidental learning was investigated developmentally and comparatively using a paired associate learning task with 90 educable mentally handicapped or normal, elementary or secondary school Ss. (DB)

Study is an investigation of the effects of an attention-focusing variable--spatial separation of central and incidental cues--and a cognitive strategy factor--verbal labeling of central cues--and their interaction on the incidental learning of Ss younger than those previously tested with these manipulations. (Authors)

Results illustrate that instructions to use imagery facilitate the intentional and the incidental learning of both normal and educable retarded children. (Authors)

First, third, and eighth graders performed four different orienting activities to different words. Under an incidental learning paradigm, the children's recognition was tested after the orienting activity. Age differences in recognition were absent, and the effect of the orienting activity responses on recognition supported depth of processing…

Undergraduates were induced to expect a recall or recognition test and then to remember a critical list consisting of both high-frequency and low-frequency words. Groups received either an expected or unexpected recall or recognition test. People expecting recall did better, especially with high-frequency words. (Author/RD)

Subjects with internal or external locus of control were instructed to remeber as much as possible from an array of letter strings generated from a finite state grammar. While both groups attended to the exemplars, internals extracted more invariance and hence learned more about the underlying grammatical structure. (Author/SJL)

A study conducted to determine whether second-year typewriting students could learn intentionally and incidentally the meanings of technical business terms through the typing of specially written paragraphs in which the terms were defined within the context demonstrated the effectiveness of this procedure. (TA)

Examined whether intermediate learners of a second language acquire and retain unknown vocabulary as a result of reading. Also assessed the effect of the text variable of exposure frequency. (Author/VWL)