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Powell, J. C. – Alberta Journal of Educational Research, 1977
A correlation matrix of right and wrong answers to Gorham's Proverbs Test was reordered into a Simplex pattern which clearly supported the possibility of a developmental sequence. (JC)
Descriptors: Comparative Analysis, Developmental Stages, Objective Tests, Predictive Measurement

Major, Roy C. – Studies in Second Language Acquisition, 1996
Responds to Ellis (1996), who claims that much of first- and second-language acquisition is sequence learning and can be explained in terms of connectionist theory. This article does not disagree with the substance of Ellis's article but rather the extent to which his model can be applied to many aspects of natural languages. (six references) (CK)
Descriptors: Language Acquisition, Learning Processes, Linguistic Theory, Models

Meulemans, Thierry; Van der Linden, Martial; Perruchet, Pierre – Journal of Experimental Child Psychology, 1998
Examined implicit learning ability in 6- and 10-year olds and adults as assessed by a serial reaction-time task, along with retention of knowledge after one week and explicit knowledge developed by children. Found no age-related difference in serial reaction-time performance, consistent with the idea that implicit learning abilities may be…
Descriptors: Adults, Age Differences, Children, Learning Processes
Greenspan, Stanley I. – Early Childhood Today, 2005
In a question and answer advisory, the author gives advice to a preschool teacher working with a child who is having difficulties with sequencing, or the ability to put together a purposeful pattern of action, behavior, ideas, or thoughts. The author advises that through careful observation and appropriate learning opportunities, the children's…
Descriptors: Sequential Learning, Preschool Teachers, Preschool Children, Classroom Techniques
Wilkinson, Leonora; Shanks, David R. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2004
Sequence knowledge acquired by repeated exposure to targets in a speeded localization task was studied in 3 experiments that sought to test A. Destrebecqz and A. Cleeremans's (2001, 2003) claim that, under certain circumstances, the expression of such sequence knowledge cannot be brought under intentional control. In Experiment 1 participants were…
Descriptors: Intention, Sequential Learning, Probability, Measurement Techniques
Burn, Bob – Educational Studies in Mathematics, 2005
This paper proposes a genetic development of the concept of limit of a sequence leading to a definition, through a succession of proofs rather than through a succession of sequences or a succession of epsilons. The major ideas on which it is based are historical and depend on Euclid, Archimedes, Fermat, Wallis and Newton. Proofs of equality by…
Descriptors: Genetics, Mathematical Concepts, Mathematics, History
Wager, Walter W.; Broderick, William A. – AV Communication Review, 1974
In two experiments, pupils in the primary grades were given concept attainment tasks. (Author)
Descriptors: Educational Research, Educational Technology, Instructional Materials, Programed Instruction

Levy, Jeffrey C. – Child Development, 1975
This study tested the hypothesized relationship between overt sensorimotor ordering experiences and relational responding in preschool children. (Author/CS)
Descriptors: Discrimination Learning, Preschool Children, Preschool Education, Sequential Learning
Calhoun, Lillian S. – Integrated Educ, 1969
Descriptors: Academic Ability, Academic Achievement, Educational Diagnosis, Educational Innovation
Chapman, Carita A. – 1969
The focus in this analysis is on three theories of the relationships among reading comprehension skills primarily relating to the skills used in reading, not to the process or to the instructional procedures used for reading, as differentiated by Robinson. Consideration is given to three factors: (1) the existing need for theories and models in…
Descriptors: Educational Theories, Factor Analysis, Models, Reading Comprehension
Ohnmacht, Fred W. – 1969
A strategy for investigating which individual difference variables have transfer value at various stages of acquiring effective reading skills was discussed. Definitions of basic human abilities, including intrinsic and extrinsic individual differences were reviewed. In examining the required subskills in the reading process, it was pointed out…
Descriptors: Individual Differences, Learning Processes, Reading Skills, Sequential Learning
Anderson, O. Roger – 1969
A theory of structure in teaching is presented and a system of analysis introduced which allows empirical investigation of verbal behavior in the classroom. Two kinds of structure are distinguished: "static" structure, defined as stable organized clusters of knowledge, and "kinetic" structure, defined as the sequential process of building up…
Descriptors: Interaction Process Analysis, Learning Theories, Sequential Learning, Teacher Effectiveness
Bunderson, C. Victor; And Others – 1971
A hierarchical learning task was designed and developed in accordance with an instructional design model to study questions concerning task structure, sequencing, and other instructional design variables. To provide control and generality, the learning task was based on an entirely imaginary science. (RH)
Descriptors: Computer Assisted Instruction, Instructional Design, Instructional Innovation, Research Design

Davis, Carol McCall – Language, Speech, and Hearing Services in Schools, 1978
The article describes language programing methods (based on linguistic principles) for profoundly mentally retarded children. (CL)
Descriptors: Language Acquisition, Language Instruction, Mental Retardation, Sequential Learning
Marchionini, Gary – Computing Teacher, 1985
Presents a developmental approach to teaching programing at all educational levels which stresses concepts rather than syntax; provides motivation, relevant examples, and activities; proceeds from concrete to pictorial to abstract according to age and experience of learners; and utilizes increasingly complex activities building upon and extending…
Descriptors: Abstract Reasoning, Fundamental Concepts, Learning Activities, Programing