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Hart, Betty; Risley, Todd R. – Journal of Applied Behavior Analysis, 1974
An investigation of incidental teaching practices on the spontaneous speech of 12 disadvantaged preschool children during free-play periods which demonstrated that such periods can be powerful learning times by capitalizing on moments when children seek new plan materials. (Author/EH)
Descriptors: Behavior Change, Incidental Learning, Language Acquisition, Language Instruction
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Hale, Gordon A.; Taweel, Suzanne S. – Journal of Experimental Child Psychology, 1974
Children of ages 5 and 8 years were given one of three learning tasks: a component selection problem, in which the two components of the stimuli were redundant and could both serve as functional cues, and two incidental learning tasks, in which one stimulus component was task-relevant and the other was incidental. Results suggest a developmental…
Descriptors: Age Differences, Componential Analysis, Incidental Learning, Performance Factors
Gilpatrick, Naomi – Elem Engl, 1969
Descriptors: Books, Childrens Literature, Incidental Learning, Literature
Edmonds, Ed M.; Mueller, Marvin R. – Psychonomic Science, 1968
This publication includes two studies. The first experiment involved the prediction of mixed schema learning in a reproduction task. Subjects (Ss) learned to distinguish among the schemata without knowledge of resuts. A best fitting equation describing performance as a function of number of reproduction trials accurately predicted learning with…
Descriptors: Cognitive Processes, Incidental Learning, Learning Processes, Reinforcement
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Kaplan, R. – Journal of Educational Psychology, 1976
The effects of requiring an overt or covert response to objectives when grouped before or interspersed throughout a text were investigated for intentional and incidental learning. In addition, two densities of specific and general objectives were investigated. (Author/BW)
Descriptors: Covert Response, Educational Objectives, Incidental Learning, Intentional Learning
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Williams, Eddie H. – American Journal of Mental Deficiency, 1970
Descriptors: Exceptional Child Research, Gifted, Incidental Learning, Learning Theories
Rogers, Alan – Adults Learning (England), 1997
Argues that adult educators use "learning" when they mean "education" and that this confounds and demeans incidental and informal learning processes. Suggests that intended, purposeful planned learning should properly be termed education and that there is no such thing as a nonlearner. (SK)
Descriptors: Adult Education, Educational Environment, Incidental Learning, Informal Education
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Schmidt, Richard W. – Applied Linguistics, 1990
Summarizes recent psychological research and theory on the topic of consciousness, and looks at three questions in second-language learning related to the role of consciousness in input processing. The discussion involves the requirement in learning a second language of subliminal learning, implicit learning, and incidental learning. (142…
Descriptors: Incidental Learning, Learning Processes, Learning Theories, Perception
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Ford, Frances Annette; Herren, Ray V. – Journal of Vocational Education Research, 1995
Work program coordinators in Georgia (160 of 170 responses) believe they are prepared to teach work ethics and believe it can be taught in school. However, their actual teaching of work ethics was informal or unintentional. (SK)
Descriptors: Coordinators, High Schools, Incidental Learning, Vocational Education
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Rupley, William H.; Nichols, William Dee – Reading & Writing Quarterly, 2005
Children's acquisition of vocabulary is essential for gains in reading comprehension and reading development. Struggling readers often do not make gains in their reading comprehension because they have a limited reading vocabulary. Enhancing the vocabulary development and growth for children who are experiencing reading difficulties enables them…
Descriptors: Semantics, Reading Difficulties, Inferences, Reading Comprehension
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Lacroix, Guy L.; Giguere, Gyslain; Larochelle, Serge – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2005
S. W. Allen and L. R. Brooks (1991) have shown that exemplar memory can affect categorization even when participants are provided with a classification rule. G. Regehr and L. R. Brooks (1993) argued that stimuli must be individuated for such effects to occur. In this study, the authors further analyze the conditions that yield exemplar effects in…
Descriptors: Incidental Learning, Classification, Memory, Psychological Studies
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Hale, Gordon A.; Piper, Richard A. – Developmental Psychology, 1974
Examines incidental learning in 8-, 11-, and 14-year-old children with the central and incidental pictorial stimuli (a) presented as separate entities, (b) depicted together in a weak or strong action relation, or (c) depicted together in a static relation. (Author/ED)
Descriptors: Age Differences, Developmental Psychology, Elementary School Students, Incidental Learning
Fisk, Arthur D.; Schneider, Walter – 1980
The results of this study support the assumption that long-term memory is not modified when a person performs a task utilizing an automatic process. Twelve university students performed an incidental learning task which consisted of scanning lists of words for either their own name, first names other than their own, words representing a unit of…
Descriptors: Cognitive Processes, Higher Education, Incidental Learning, Learning Theories
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Stokes, Laura C.; Pankowski, Mary L. – Adult Education Quarterly, 1988
Seventy-nine older adults viewed a television documentary in an informal setting. Cued-recall tests were given immediately after the program and again one week later to determine the proportion of recall of main and subordinate ideas. Regression was used to analyze the importance to retention of subjects' individual characteristics. (Author/CH)
Descriptors: Adult Education, Documentaries, Incidental Learning, Older Adults
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McGee, Gail G.; And Others – Journal of Applied Behavior Analysis, 1986
Two autistic children (5 and 13 years old) acquired functional sight-word reading skills in a play activity. Ss gained access to preferred toys by selecting toy labels in tasks requiring increasingly complex visual discriminations. Ss showed comprehension on probes requiring reading skills to locate toys stored in labeled boxes. (Author/CL)
Descriptors: Autism, Elementary Education, Incidental Learning, Play
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