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Hewitt, Jim – Journal of Learning Analytics, 2015
The article, "Distributed Revisiting: An Analytic for Retention of Coherent Science Learning" is an interesting study that operates at the intersection of learning theory and learning analytics. The authors observe that the relationship between learning theory and research in the learning analytics field is constrained by several…
Descriptors: Retention (Psychology), Science Education, Educational Research, Data Collection
Jacobsen, Rebecca; Rothstein, Richard – Economic Policy Institute, 2014
In this commentary the authors open with the assertion that contemporary education policy, whatever else it may or may not have accomplished, has narrowed the school curriculum by holding schools accountable primarily for their student scores in math and reading. They pursue this argument by pointing out that in surveys, the American public,…
Descriptors: Educational History, National Competency Tests, Accountability, Scores
Hardman, David – Psychology Teaching Review, 2008
Radford argues that psychology needs to be of greater value to psychology students, regardless of whether they intend to enter professional practice. He also suggests that psychology should be part of everybody's education, on the basis that human behaviour lies at the heart of the most serious problems facing humanity. This author agrees very…
Descriptors: Foreign Countries, Higher Education, College Role, Psychology
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Unsworth, Nash – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2007
Two experiments explored the possibility that individual differences in working memory capacity (WMC) partially reflect differences in the size of the search set from which items are retrieved. High- and low-WMC individuals were tested in delayed (Experiment 1) and continuous distractor (Experiment 2) free recall with varying list lengths. Across…
Descriptors: Retention (Psychology), Individual Differences, Recall (Psychology), Simulation
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Verspoor, Marjolijn; Lowie, Wander – Language Learning, 2003
Argues that abstract, figurative senses of polysemous words are better retained when learners are given core senses as cues, because providing a core sense helps learners develop a "precise elaboration." Results of a series of vocabulary studies involving Dutch learners of English show that providing a core sense results in better guessing and…
Descriptors: Dutch, English (Second Language), Figurative Language, Native Speakers
Ediger, Marlow – 2002
The reading teacher needs to gather information on the many ways to emphasize student comprehension and application in the reading curriculum. Tenets from educational psychology need to be followed in teaching and learning situations to assist students to achieve as much as individual abilities permit. This paper cites 10 things that the teacher…
Descriptors: Educational Psychology, Elementary Secondary Education, Poetry, Reading Comprehension
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Brady, Laura – Computers and Composition, 2001
Discusses how distance education has the same hope as education in general (equal opportunity for all) and combines that hope with a popular belief in the socially transformative power of technology. Considers how both students and teachers may be differentially displaced by distance education. Examines differential access, differential…
Descriptors: Distance Education, Higher Education, Resistance (Psychology), Retention (Psychology)
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McCafferty, Steven G.; Roebuck, Regina F.; Wayland, Ratree P. – Language Awareness, 2001
Emphasizes the goal-directedness of activity in relation to the intentionality of those involved, both individually and collectively, and with regard to sociohistorical and sociocultural contexts. Adapts and applies previous research to investigate the retention of new second language vocabulary. The study was carried out in a third semester…
Descriptors: College Students, Educational Objectives, Higher Education, Retention (Psychology)
Skinner, Robert E. – 2000
This paper attempts to compare the nativist approach on the contextualization of vocabulary with approaches by behaviorists, empiricists, and neofunctionalists. It considers such themes and issues as the following: cognition, comprehension, and communication; prior knowledge and content; the process of contextualization; the skill and process of…
Descriptors: Comparative Analysis, Inferences, Linguistics, Prior Learning
Weiss, Ruth Palombo – Training & Development, 2000
Reviews current research on the brain, memory, and learning. Outlines techniques that instructors can use to help learners retain information. (JOW)
Descriptors: Adult Education, Corporate Education, Educational Trends, Learning Processes
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Howe, Mark L. – Monographs of the Society for Research in Child Development, 2000
Considers the relative lack of research attention to retention in developmental psychology and recent findings on age differences in retention. Highlights unresolved issues and how Bauer and colleagues' work may help set the research agenda and contribute to a shift in how early childhood retention is studied. Discusses memory strength,…
Descriptors: Age Differences, Children, Learning, Longitudinal Studies
Duchastel, Philippe – 1981
Two distinct approaches to the analysis of illustrations are described. Functional analysis, which is based on the view that what an illustration looks like is less important that what it is meant to do in a given text, is seen as a more useful approach than morphological analysis, which is concerned with what illustrations look like. Three…
Descriptors: Attention, Classification, Communication (Thought Transfer), Comprehension
Ediger, Marlow – 1996
Technology is used in all facets of society, and elementary schools should not lag behind in preparing the elementary school pupil of today for tomorrow's technology-infused workplace. Technology should capture student interests and learning activities should be fascinating and should engage student interaction. Technology may also assist learners…
Descriptors: Cognitive Development, Computer Uses in Education, Curriculum Development, Educational Philosophy
Williamson, Julia – 1989
The difference between acquiring knowledge of a word's meaning and knowing a word well enough for it to aid in the comprehension of a text is investigated by reviewing the most recent findings in the field of vocabulary acquisition. The assumption that vocabulary items are learned through context when the meaning of unknown words can be gleaned…
Descriptors: Context Clues, English (Second Language), Language Processing, Language Research
Martorella, Peter H. – 1979
This analysis considers several major areas in which cognition research would seem to have pregnant implications for the conscious design of social studies texts and sketches the ways in which the structure of texts might be shaped if research were applied. The first area discussed is matching texts to significant user characterics. There are at…
Descriptors: Cognitive Processes, Cognitive Style, Educational Objectives, Educational Research
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