NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
Showing 1,306 to 1,320 of 1,566 results Save | Export
Tyrrell, Donald J.; And Others – 1972
Three experiments compared cognitive processes in Caucasian nursery school children from different socioeconomic backgrounds who were equated for performance on the Peabody Picture Vocabulary Test. The first demonstrated that children from lower socioeconomic backgrounds experience more difficulty in solving a series of extradimensional and…
Descriptors: Cognitive Ability, Cognitive Tests, Disadvantaged, Disadvantaged Youth
Peer reviewed Peer reviewed
Field, Dorothy – Journal of Special Education, 1974
Descriptors: Conservation (Concept), Discrimination Learning, Elementary Secondary Education, Exceptional Child Research
Jacoby, Larry L. – Journal of Verbal Learning and Verbal Behavior, 1978
Reports on research showing that when an event, or a problem, is repeated, the processing of that event is not necessarily repeated. Instead, sometimes the solution is remembered, and this is shown to influence subsequent retention, as well as such tasks as word perception. (AM)
Descriptors: Cognitive Processes, Experimental Psychology, Language Processing, Language Research
Peer reviewed Peer reviewed
Pizzini, Edward L.; Gross, Michael P. – Science Education, 1978
Attempts to analyze the effects of advance organizers on an environmental education unit, assess retention of the instructional material one year later, and determine if changes in perceptions of a woodland occurred. (GA)
Descriptors: Advance Organizers, Cognitive Development, Educational Research, Elementary Education
Peer reviewed Peer reviewed
Thaiss, Christopher – Wisconsin State Reading Association Journal, 1987
Defines "language across the curriculum," discusses its history and theory and its implications for faculty training, teaching techniques, and curriculum change. (ARH)
Descriptors: Content Area Reading, Content Area Writing, Curriculum Development, Educational Change
Peer reviewed Peer reviewed
Davis, Albert J.; Hathaway, Betty K. – Reading Psychology, 1986
Findings imply that while preschool children both enjoy and profit from listening to stories read to them in unelaborated fashion, they gain much more from observing and participating in the actions portrayed in the stories. (FL)
Descriptors: Learning Processes, Learning Strategies, Listening Comprehension, Perceptual Motor Learning
Peer reviewed Peer reviewed
Schunk, Dale H.; Rice, Jo Mary – Journal of Experimental Education, 1984
Children with language deficiencies in grades two through four received instruction in listening comprehension. One-half of the children in each grade verbalized explicit strategies prior to applying them to questions. Strategy self-verbalization led to high self-efficacy across grades and promoted performance among third and fourth graders.…
Descriptors: Achievement Gains, Age Differences, Aptitude Treatment Interaction, Attribution Theory
Peer reviewed Peer reviewed
Ross, Dorothea – Journal of Educational Psychology, 1971
Descriptors: Cognitive Development, Handicapped Children, Mediation Theory, Mental Retardation
Peer reviewed Peer reviewed
Mackenzie, Andrew A.; White, Richard T. – American Educational Research Journal, 1982
Three treatments based on the model of memory proposed by R.M. Gagne and R.T. White were compared in their effects on eighth- and ninth-graders' learning and retention of geographical facts and skills. The first treatment had an active excursion, the second had a passive excursion, and the third had no excursion. (Author/PN)
Descriptors: Academic Achievement, Achievement Tests, Cognitive Processes, Field Trips
Peer reviewed Peer reviewed
Gold, Patricia Cohen; Johnson, John A. – Journal of Clinical Psychology, 1982
Examined the effectiveness of specific psychoeducational tutoring methods on achievement in reading, self-esteem, auding, and verbal language in 132 youths and adults reading below fifth level. Found subjects made significant improvement. Also tested the adequacy of a developmental reading model for adult illiterates. (Author/JAC)
Descriptors: Adult Basic Education, Adults, Literacy Education, Outcomes of Education
Peer reviewed Peer reviewed
Bargh, John A.; Schul, Yaacov – Journal of Educational Psychology, 1980
Subjects who were preparing to teach scored reliably higher than controls on a subsequent retention test. In experiment 2, for both a verbal and a problem-solving task, subjects either worked alone, verbalized their thoughts or taught another person the task while performing. There were no reliable differences. (Author/CP)
Descriptors: Cognitive Development, Family Environment, Higher Education, Instruction
Baddeley, A. D.; Bekerian, D. A. – Journal of Verbal Learning and Verbal Behavior, 1980
An investigation of a saturation advertising campaign to acquaint the public with changes in radio wavelengths showed that repeated presentation of material does not lead to learning unless appropriate encoding occurs. Such encoding will occur when subjects are allowed to use previously acquired learning strategies. (PMJ)
Descriptors: Advertising, Aural Learning, Habit Formation, Language Processing
Magiste, Edith – Journal of Verbal Learning and Verbal Behavior, 1979
A cross-section method was used to study the developmental changes in elementary decoding and encoding processes of 163 Swedish-German bilingual students, whose length of residence in Sweden varied. It was demonstrated that decoding in two languages, expressed in terms of reaction time, develops faster than encoding. (SW)
Descriptors: Bilingualism, Comparative Analysis, Contrastive Linguistics, Decoding (Reading)
Peer reviewed Peer reviewed
VanLeuvan, Patricia; Wang, Margaret C. – Journal of Educational Research, 1997
This study examined 56 elementary students' verbalizations to identify instances of self-instruction and self-monitoring during reading and mathematics. Results indicated that half of the verbalizations were self-instructive, and one-quarter of those involved self-monitoring. There were gender differences and differences in students who perceived…
Descriptors: Classroom Environment, Cognitive Style, Elementary School Students, Grade 1
Peer reviewed Peer reviewed
Lasser-Cohen, Hadara – Studies in Educational Evaluation, 1989
The effectiveness of the Program for Fostering of Reading and Thinking for disadvantaged adolescents in Israel was assessed during a controlled study using 133 eighth and ninth graders. The study assessed verbal reasoning exercises, special training effects, and various types of texts and cognitive operations. (TJH)
Descriptors: Adolescents, Cognitive Ability, Compensatory Education, Disadvantaged
Pages: 1  |  ...  |  84  |  85  |  86  |  87  |  88  |  89  |  90  |  91  |  92  |  ...  |  105