Citations with the tag: PSYCHOLOGY of learning
Results 1 - 50
- Another look at mastery learning.
Palardy, J. Michael // Journal of Instructional Psychology; Dec93, Vol. 20 Issue 4, p302
Examines three of the major assumptions underlying mastery learning. Descriptions of behavioral outcomes expected of the learner; Accumulated experience; Extent of achievement; Rate and style of learning; Opportunities for learners to pursue personal goals; Share in responsibility; Continuous...
- Helping kids learn.
Gilman, M.; Edidin, P. // Psychology Today; Sep89, Vol. 23 Issue 9, p53
Presents an introduction to three articles dealing with ways that adults can provide better learning experiences for children.
- Paired-associate learning with visual and olfactory cues: Effects of temporal order.
Bowers, Robin L.; Doran, Trina P. // Psychological Record; Fall94, Vol. 44 Issue 4, p501
Examines paired-associate learning with color and olfactory stimuli. Cognitive mechanisms underlying olfactory processing; Explanations to paired-associate learning; Assumptions made.
- Emergence of conditional discriminations after constructed-response matching-to-sample training.
Calcagno, Solange; Dube, William V. // Psychological Record; Fall94, Vol. 44 Issue 4, p509
Examines the effect of visual feedback in constructing words from a pool of letters. Investigating equivalence relations; Conditional-discrimination tests; Reinforcement; Pretraining; Extinction training.
- Emergent relations of equivalence generated by outcome-specific consequences in conditional...
Schenk, Jacqueline J. // Psychological Record; Fall94, Vol. 44 Issue 4, p537
Examines the effects of outcome-specific consequences on the formation of stimulus equivalence classes. Background on equivalence; Previous studies; Baseline training; Identity matching-to-sample; Arbitrary matching-to-sample; Stimulus-class probes.
- A transfer of explicitly and nonexplicitly trained sequence responses through equivalence relations.
Cullinan, Veronica A.; Barnes, Dermot // Psychological Record; Fall94, Vol. 44 Issue 4, p559
Examines the possibility of explicit training of 2 two-word sequences giving rise to a large number of nonexplicitly trained two and three-word sequences. Experimental sequence; Connectionist simulation; Syntax network; Input and output unit; Total and discrete error scores; Equivalence and...
- Exposing our students to less should help them learn more.
Dempster, Frank N. // Phi Delta Kappan; Feb93, Vol. 74 Issue 6, p433
Reviews relevant research on learning and discusses its implications on proposals to reduce the size of the school curriculum. Beliefs on the capacity of learning; Unbalanced textbooks; Research on elaborations; Research on interference; Research on practice.
- The natural human learning process.
Smilkstein, Rita Phipps // Journal of Developmental Education; Winter93, Vol. 17 Issue 2, p2
Reports on the new research exploring the physiology of learning. Background on the human cognitive system; Traditional lecture and teacher-centered schooling; Use of the Natural Human Learning Process (NHLP) in the classroom; Effect on students.
- Learning through feedback.
Latham, Andrew S. // Educational Leadership; May97, Vol. 54 Issue 8, p86
Presents a research summary of a collaboration between the Association for Supervision and Curriculum Development and Educational Testing Service on how to improve the quality of teaching and learning. Use of feedback as a step in the learning process; Challenge for teachers; Formation of a new...
- Meaning making and reflective practice.
Latham, Andrew S. // Adult Learning; Jan1992, Vol. 3 Issue 4, p7
Presents an article by Linda Lewis and LuAnne Dowling which discusses reflection as a way to make meaning and sense of our performance. Reflective practice, as a beneficial activity; The value of reflective practice in helping others to develop curriculum, design strategies, and manage the...
- Continuous learning in the workplace.
Marsick, V.J.; Watkins, K.E. // Adult Learning; Jan1992, Vol. 3 Issue 4, p9
Looks at how reflective practice in the workplace is a growing phenomenon. Also discusses the challenges faced when incorporating reflection in the workplace. Reason why reflective practice is possible in the workplace; Identifying reflective practice; Continuous learning, as a vehicle for...
- Uncovering assumptions: The key to reflective practice.
Brookfield, S. // Adult Learning; Jan1992, Vol. 3 Issue 4, p13
Presents exercises to explore personal assumptions and how these exercises can help shape the fundamentals of practice. Definition of assumptions; What learners are presented with in scenario analysis; Viewing practice through critical debate; Simulations for decision making in a crisis; The...
- Resistance, re-examination, and resolution: The three r's of my reflective practice.
Soper, P. // Adult Learning; Jan1992, Vol. 3 Issue 4, p28
Presents the author's personal reflections on reflective practice. Cites example of author's personal experience with `re-election-in-action'; The role of educator; Intellectual clutter; The many forms of reflective practice; Questions the resistance to reflection and reflective practice; The...
- Active involvement in the higher education curriculum.
Ediger, Marlow // Education; Winter92, Vol. 113 Issue 2, p251
Presents information to help teachers develop students into active participants in learning. The student and the curriculum; Developing stations; The contract method; Humanism as a psychology of learning; More.
- When encoding fails: Instructions, feedback, and registration without learning.
Hintzman, Douglas L.; Curran, Tim // Memory & Cognition; Mar95, Vol. 23 Issue 2, p213
Examines effects of instructions and of feedbacks on the type of structural learning needed to differentiate between targets and highly similar distractors. Ability to discriminate an old target; Comparison of the effects of different learning instructions; Importance of error-correcting feedback.
- Learning styles: Where Jung, the Beatles, and schools intersect.
Shields, Charles J. // Curriculum Review; Oct93, Vol. 33 Issue 2, p9
Provides insights on learning styles of students. Ways of learning best; Recognition and enlistment of students' learning styles as a classroom strategy in American education; Learning styles and intersection between Swiss psychologist Carl G. Jung and the group Beatles; J. Robert Hanson's...
- The total-time hypothesis and the acquisition of connected discourse as a function of mode of...
Riley, Larry R.; Riley, Nancy J. // Perceptual & Motor Skills; Aug96, Vol. 83 Issue 1, p279
Explores the total-time hypothesis' applicability in learning connected discourse as a function of two separate modes of presentation, two varied presentation rates and two highly different levels of adult intelligence. Purposes of the study; Results showing that the total-time hypothesis is...
- Comparing direct and indirect measures of sequence learning.
Jimenez, Luis; Mendez, Castor // Journal of Experimental Psychology. Learning, Memory & Cognition; Jul96, Vol. 22 Issue 4, p948
Presents evidence for unconscious learning from comparing direct and indirect measures of sequence learning. Learning extent and rate; Application of this knowledge in the performance of a subsequent generation task.
- Mediation of cognitive competencies for students in need.
Ben-Hur, Meir // Phi Delta Kappan; May98, Vol. 79 Issue 9, p661
Argues the need for mediated learning experiences (MLE). Why learning needs to be mediated; How MLE promotes cognitive development; Why MLEs may be withheld; MLE in the classroom.
- No one `best' way to teach.
Clayton, Mark // Christian Science Monitor; 2/15/2000, Vol. 92 Issue 58, p14
Focuses on the competition between various learning theories, and how these debates reflect entrenched philosophical differences.
- Recovery of spatial learning deficits after decay of electrically induced synaptic enhancement...
Castro, C.A.; Silbert, L.H. // Nature; 11/30/1989, Vol. 342 Issue 6249, p545
Demonstrates that learning capacity recovers in about the same time that it takes long-term enhancement (LTE) to decay. This supports the idea that LTE-like processes actually underlie associative memory. Research methods; Results; Discussion.
- Task difficulty and the specificity of perceptual learning.
Ahissar, Merav; Hochstein, Shaul // Nature; 5/22/1997, Vol. 387 Issue 6631, p401
Discusses work concerning task difficulty and the specificity of perceptual learning. Finding that the degree of specificity in practicing simple visual tasks depends on the difficulty of the training conditions. What the dynamics of learning show; What the learning cascade implies; Predictions...
- Revisiting Whole Language Development: A Transactional Approach to Learning.
Brooks-Harper, Geraldine; Shelton, Patricia W. // Research for Educational Reform; 2003, Vol. 8 Issue 4, p35
The major objective for reading instruction is that readers will eventually be able to use reading competence for learning enhancement, as well as for pleasure. In this process, students are guided by their teachers to follow creative approaches to learning to establish purposes for reading....
- helping children learn: the legacy of violence.
Luna, Joanne Tortorici // Leadership; Nov/Dec2002, Vol. 32 Issue 2, p24
Focuses on the impact of violence on the learning achievements of students. Attitudes of students affected by violence; Viability of mentoring strategy to decrease violent behavior; Role of school community in helping violence-affected children.
- Selecting and applying learning theory to classroom teaching strategies.
Coker, Donald R.; White, Jane // Education; Fall93, Vol. 114 Issue 1, p77
Challenge educators to examine their instructional strategies for consistency in learning theory in order to focus on an interactive classroom environment which encourages thoughtful learners. Mental discipline theory of learning; Stimulus-response theory of learning; Cognitive-interactionist...
- A global activation approach to the effect of changes in environmental context on recognition.
Murnane, Kevin; Phelps, Matthew P. // Journal of Experimental Psychology. Learning, Memory & Cognition; Jul93, Vol. 19 Issue 4, p882
Determines the effect of environment context manipulation on recognition performance during testing. Manipulation of environmental context as a unique combination of foreground color, backround color and location on a computer screen; Use of intact-rearranged recognition testing; Use...
- Accessing related events increases retroactive interference in a matching recognition test.
Chandler, C.C. // Journal of Experimental Psychology. Learning, Memory & Cognition; Jul93, Vol. 19 Issue 4, p967
Determines the effect of learning related events on memory for a target event. Experiment using target names followed by related names with control items; Matching of given names and surnames of targets; Retroactive interference (RI); Finding that related names must be accessed to interfere with...
- Use of analogy in learning scientific concepts.
Donnelly, Carol M.; McDaniel, Mark A. // Journal of Experimental Psychology. Learning, Memory & Cognition; Jul93, Vol. 19 Issue 4, p975
Discusses four experiments comparing learning of scientific concepts as expressed in either traditional literal form or through analogy. Literal or analogical renditions presented in text form only; Text accompanied by dynamic video; Video and text literal rendition compared with text-only...
- Implicit learning of unique and ambiguous serial transitions in the presence and absence of a...
Frensch, Peter A.; Buchner, Axel // Journal of Experimental Psychology. Learning, Memory & Cognition; May94, Vol. 20 Issue 3, p567
Investigates empirically whether unique and ambiguous serial transitions could be learned in the presence and absence of a distractor task. Potential mechanisms underlying serial learning; Effects of task load, time of secondary task onset, and response-stimulus time interval on direct and...
- Comparison-based learning: Effects of comparing instances during category learning.
Spalding, Thomas L.; Ross, Brian H. // Journal of Experimental Psychology. Learning, Memory & Cognition; Nov94, Vol. 20 Issue 6, p1251
Examines the comparison of new instances with similar old instances during category learning. Observation of features common to the compared instances; Importance of common features over equally frequent features that are not so common to compared instances; Goals of the experiments conducted;...
- Models of the effects of prior knowledge on category learning.
Heit, Evan // Journal of Experimental Psychology. Learning, Memory & Cognition; Nov94, Vol. 20 Issue 6, p1264
Examines the impact of prior knowledge of other categories during category learning. Observation of categorization judgements; Effects of integration, weighting, and distortion models of categorization; Independence of prior knowledge on the observed proportion of category membership; Impact on...
- Serial position effects in implicit and explicit tests of memory.
Gershberg, Felicia B.; Shimamura, Arthur P. // Journal of Experimental Psychology. Learning, Memory & Cognition; Nov94, Vol. 20 Issue 6, p1370
Examines the effects of serial position at study on implicit and explicit tests of memory. Observation of primacy and recovery effects in implicit tests of word-stem completion; Persistence of primacy effect when performance on explicit cued recall was below ceiling levels; Observation of...
- Analogical transfer as guided by an abstraction process: The case of learning by doing in text...
Sander, Emmanuel; Richard, Jean-Francois // Journal of Experimental Psychology. Learning, Memory & Cognition; Nov97, Vol. 23 Issue 6, p1459
Analyzes analogical transfer referring to the progress in learning to abstract knowledge. Reference to (GHoswami, 1992); Role of abstraction in analogical transfer; Experimental procedure used; What the analysis revealed.
- Adaptice Categorization in Unsupervised Learning.
Clapper, John P.; Bower, Gordon H. // Journal of Experimental Psychology. Learning, Memory & Cognition; Sep2002, Vol. 28 Issue 5, p908
In 3 experiments, the authors provide evidence for a distinct category-invention process in unsupervised (discovery) learning and set forth a method for observing and investigating that process. In the 1st 2 experiments, the sequencing of unlabeled training instances strongly affected...
- Teaching styles and learning styles: Which came first?
Kaplan, E. Joseph; Kies, Daniel A. // Journal of Instructional Psychology; Mar95, Vol. 22 Issue 1, p29
Determines the relationship between teaching styles and learning styles. Impact of teaching styles on student learning; Kinds of teaching styles and learning styles; Importance of educating students in the art of critical thinking, empowerment and decision making.
- When teachers' learning styles differ from those of their students.
Wallace, James // Journal of Instructional Psychology; Mar95, Vol. 22 Issue 1, p99
Determines the existence of parallels between students' and teachers' learning style preferences in the Philippines. Administration of the Learning Style Inventory of R. Dunn, K. Dunn and G. Price to 450 sixth and seventh grade students; Administration of the productivity Environmental...
- Little copycats.
Spock, Benjamin // Parenting; Dec96/Jan97, Vol. 10 Issue 10, p128
Focuses on incidental learning in children. Abilities of children to imitate others; Factors which may inspire children to identify with others; Ways in which parents can provide positive experiences for their child's incidental learning.
- Age by age incidental learning.
Bruno, Kristen // Parenting; Dec96/Jan97, Vol. 10 Issue 10, p128
Presents an age-by-age incidental learning in children. Includes awareness of movements at birth; Acquisition of mimicking behavior; Engagement in pretend play; Incidental learning through peers.
- Mechanisms of feeling of knowing: The role of elaboration and familiarity.
Otani, Hajime; Hodge, Milton H. // Psychological Record; Fall91, Vol. 41 Issue 4, p523
Presents the results of two studies on the role of elaboration and familiarity in feeling of knowing (FOK). Insensitivity of FOK to the factors that influence recall and recognition; Mechanisms of FOK; Alternative to trace-access mechanism.
- Power napping.
Otani, Hajime; Hodge, Milton H. // Ski; Nov98, Vol. 63 Issue 3, p53
Discusses the importance of taking a nap after an activity lecture or training. Details on the study conducted by researchers at John Hopkins University; Comment from Professor Reza Shadmehr.
- What is School wide Enrichment.
Renzulli, Joseph S.; Pets, Sally M. // Gifted Child Today; Fall2002, Vol. 25 Issue 4, p18
Focuses on Schoolwide Enrichment Models (SEM) for children. Objective of the program; Explanation of SEM; Discussion on the aspects of SEM; Benefits of SEM to children.
- The enhancement of learning in public sector training programs.
Sims, Ronald R. // Public Personnel Management; Summer93, Vol. 22 Issue 2, p243
Discusses psychological learning models and their importance to training in public agencies. Concepts and principles of learning; Learning and thinking styles as frameworks for increasing understanding of learning process; Enhancing training in public agencies.
- Learning from experience.
Viadero, Debra // Education Week; 09/16/98, Vol. 18 Issue 2, p26
Highlights the way in which children learn, focusing on the concept of learning from experience. How visits to museums could be made more memorable; Findings of a survey of college and elementary school students; Efforts by the Indianapolis Children's Museum to increase its exhibitions;...
- Learning our lessons about early learning.
Lewis, Anne C. // Phi Delta Kappan; Apr97, Vol. 78 Issue 8, p591
Focuses on early learning in children. What is known about the development of the human brain and the best times for learning; When the brain's elasticity is set; A 1991 report `Ready to Learn,' by Ernest Boyer; The Carnegie Corporation's 1994 report `Starting Points,' which focused on the...
- The growth of student responsiveness to the transactional view of learning.
Montecalvo, Christina // Volta Review; Nov95, Vol. 97 Issue 5, p51
Reveals the influence of theme cycles and communication-based social construction of learning. Student responsiveness to the transactional view of learning; Teachers as a researcher and a co-learner with the students; Assessment and evaluation of theme cycles; genuine ownership from question...
- The Poet of Our Dreams: The Real Meaning of Education.
James, David // Adult Learning; Winter98/99, Vol. 10 Issue 2, p8
Provides information on the real meaning of education. Variations of the definitions of an educated person; Characteristics of an educated person; Ultimate goal of education.
- Need satisfaction and the self-regulation of learning.
Deci, Edward L.; Ryan, Richard M. // Learning & Individual Differences; Fall96, Vol. 8 Issue 3, p165
Provides a review of numerous empirical self-regulation investigations, which have convincingly shown how different types of regulation are associated with different qualities of performance and different degrees of well-being. How different interpersonal and developmental contexts can lead...
- Motivational skills & self-regulation for learning: A trait...
Kanfer, Ruth; Ackerman, Phillip L. // Learning & Individual Differences; Fall96, Vol. 8 Issue 3, p185
Evaluates current conceptualizations of the self-regulation process and skills from an individual-differences perspective. Investigation into the individual-differences in self-regulatory and motivational skills; Relationship between self-regulatory and motivational skills and how they are...
- Children learn faster to the sound of music.
Edwards, Rob // New Scientist; 5/18/96, Vol. 150 Issue 2030, p6
Underlines the impact of music on the acquisition of language and social skills of children. Positive emotional influence of music; Tendency of children to be more friendly; Improved ability to retell stories read to them.
- Student responsibility for learning.
Bacon, Charles S. // Adolescence; Spring93, Vol. 28 Issue 109, p199
Presents the results of a study of student responsibility for learning, utilizing a student perspective. Six categories of student responsibilities for learning; Difference between being responsible and being held responsible; Sample profile and selection; Participant observation and...