On cyclic-interval reinforcement schedules, animals typically show a postreinforcement pause that is a function of the immediately preceding time interval ("temporal tracking"). Animals, however, do not track single-alternation schedules--when two different intervals are presented in strict alternation on successive trials. In this experiment,…

If you are interested in using sequential art forms such as comic books in your EFL classroom, this article is full of helpful advice. Reading sequential art is beneficial because students can work with authentic texts with real language and graphic support. Students can also apply research and cultural knowledge to the creation of their own…

In this work is proposed that an adaptation tool that is for the automatic generation and personalization of courses of a general-purpose LCMS that is named A Tutor. A Tutor is a Learning Content Management System. The architecture of the adaptation tool that allows a personalized sequencing of LOs in A Tutor for the learner's learning goals,…

The goal of this study was to examine incidental and intentional spatial sequence learning during middle childhood and adolescence. We tested four age groups (8-10 years, 11-13 years, 14-17 years, and young adults [18+ years]) on a serial reaction time task and used manual and oculomotor measures to examine incidental sequence learning.…

Competence in algebra is linked to access to higher education, employment in better-paying jobs, and, increasingly, the ability to earn a high school diploma. For many students with learning disabilities, developing proficiency in algebra represents a challenging, but necessary goal. Teachers of students with learning disabilities need access to…

A sequential testing model is proposed which employs discriminant functions to classify examinees into groups which could correspond to instructional treatments. A termination rule based on the computed posterior probability of group membership is suggested. (Author)

This study examined the ability of 59 2- and 3-year-old children to monitor goal-directed activities with respect to an anticipated outcome. The study focused on two skills: error monitoring and error avoidance through anticipatory monitoring. To elicit monitoring, a variety of simple tasks were presented to the children. In each, a successful…

Use of individual inventiveness is a characteristic of the content of educational gymnastics; however, inventiveness should be contained within parameters of increasing difficulty established by the teacher. (JD)

The study used the semantic strategy of stories linking to-be-remembered items and a serial-recall requirement with 27 educable mentally retarded adolescents. In comparison to control subjects, Ss recalled more in the early trials of original learning, but retention after eight months was comparable for the two conditions. (Author/DB)

A linguistic functions approach, which refers to the general social uses of language, is advocated as the most appropriate method of language instruction for mentally retarded children. Principles are detailed for sequencing linguistic functions for instruction through stages of expression of desires, reference and person concepts, inquiry skills,…

Comments on the preceding article which examined elaboration theory and offered suggestions for updating it to reflect new knowledge. Highlights include the simplifying conditions method; internal versus external knowledge structures; connectionism and authentic tasks; content structure as organizing structure; ill-structured domains; and…

This research was conducted to determine the effects of traditional instruction versus Contract Activity Packaged (CAP) versus Programmed Sequenced Learning (PLS) versus Tactual Resources (TR) on the achievement and attitudes of 32 second-year undergraduate teacher education majors enrolled in two classes of a required child-study course at a…

Regardless of the instrument used to determine learning styles, it is commonly accepted that people learn in different ways. As Professors, we tend to teach in a style that matches the way we ourselves learn. Tis may or may not match the learning styles of the students in our classroom. As Graphics educators, we cannot meet every student's…