The role of imagery formation as a mnemonic device in drawing valid inferences from a prose passage was studied. The 72 undergraduate subjects were divided into two groups: one given instructions to form images for the objects discussed in the text, the other given instructions to repeat each sentence five times. Half the passages consisted of…

Based on a comparison between two types of questions reflecting a distinction among various levels of learning--verbatim or rote and high order or meaningful--it is hypothesized that meaningful learning postquestions would facilitate retention more than rote-learning postquestions. (RC)

Using both end-of-course achievement outcomes and long-term cognitive retention as criteria, this study provides comparative data on the effectiveness of mastery and nonmastery approaches to instruction. Results indicate that mastery students performed significantly higher on several levels, and equally well on others. (Author)

A description of the geography curriculum at the University of Bucharest, Rumania. Educational program is controlled by the Communist Party. The approach is practical and emphasizes factual learning. It is highly ideological and strongly atheistic. Course work is structured and there are no student options or electives. (Author/BC)

The purpose of this study is to examine the relationship between approaches to learning and locus of control of students from the USA, Japan, and Taiwan. The results show that students from the USA utilized more rote memory learning compared to students from Japan and Taiwan, while students from Japan were more likely to be "Achieving"…

This paper outlines several "tricks" that aid students in improving their memories. The distinctions between operational and figural thought processes are noted. Operational memory is described as something that allows adults to make generalizations about numbers and the rules by which they may be combined, thus leading to easier memorization.…

Retroactive interference (RI) in prose learning was investigated in an experiment where passages were constructed on the basis of a predetermined logical structure. This structure made it possible to operationally define similarity and assess the effects of RI for inferential information as well as that stated directly in the original passage.…

Compares two studies on the relation between comprehension and memory: (1) how access to text affected comprehension; (2) the effect of different learning goals (memorization or comprehension) on learning. Concludes that constructive learning activities are important for later utilization of information. Suggests a model of reading, learning, and…

Statistics is known to be a difficult subject, demanding students to perceive interrelations between numerous highly abstract concepts. Many students approach the subject with an evasive attitude, often resulting in rote learning yielding little conceptual understanding of statistics. Working from a constructivist paradigm, we aimed to stimulate…

Although research over the past 20 years has examined the dynamics of student learning, most initial studies focused on how scholastic aptitude tests and teacher rating scales predicted academic success. This study attempts to determine the relationship between scholastic aptitude and three approaches to learning: (1) presage; (2) process; and (3)…

Two content-independent learning strategies were evaluated to determine their effectiveness in facilitating learning on two types of information-processing tasks, spatial learning and concept learning. The network strategy used imagery with a peg-mnemonic and a hierarchical retrieval system, while the rote strategy elicited a stimulus-response…

This study examines the relationship between test-wiseness, memory, and grade-point average in college students. Test wiseness is defined as a subject's capacity to utilize the characteristics and format of a test to receive a higher score, independent of the examinee's knowledge of the subject matter. Researchers hypothesized that test-wiseness…

Lectures remain the primary method of instruction in higher education despite several limitations: Students typically lose interest during hour-long lectures, lectures lead to rote learning by some students, and lectures do not lead to development of higher-level conceptual thinking skills. As an alternative to a lecture on the topic, an active…

A survey of 2,071 first-year students in university distance-education programs found the two most common learning strategies were repetitive reading of course materials and summarization of facts. Wide variation in strategies was found, apparently determined by both learner characteristics and nature and design of instructional materials,…