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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 4 results
Theory-Based Prediction of Early Reading.
Peer reviewed Peer reviewed
Kirby, John R.; Parrila, Rauno K. – Alberta Journal of Educational Research, 1999
Presents a cognitive theory of learning to read and examples of how its theoretical constructs can be measured. Measures of five phonological processing constructs were administered to 161 kindergarten children. Phonological awareness, naming speed, and letter recognition were the most frequent significant predictors of reading achievement in…
Descriptors: Beginning Reading, Learning Theories, Phonology, Primary Education
Individual Differences in Notetaking, Summarization, and Learning from Lectures.
Peer reviewed Peer reviewed
Hadwin, Allyson Fiona; Kirby, John R.; Woodhouse, Rosamund A. – Alberta Journal of Educational Research, 1999
A study of 82 Canadian college freshmen investigated working memory, verbal ability, and prior knowledge as predictors of quality of students' lecture notes, lecture summaries, and content recall. Students with higher working memory benefitted more from listening to the lecture than from listening and taking notes. Quality of summaries predicted…
Descriptors: College Freshmen, Foreign Countries, Higher Education, Learning Processes
Measuring and Predicting Depth of Processing in Learning.
Peer reviewed Peer reviewed
Kirby, John R.; Woodhouse, Rosamund A. – Alberta Journal of Educational Research, 1994
Describes the nature of processing depth in student learning as a dispositional construct and as a characteristic of task-specific strategies. Reviews efforts to measure processing depth, as shown in student text summaries. Considers several ways in which depth may be measured in educational assessment. (Author/KS)
Descriptors: Cognitive Processes, Elementary Secondary Education, Higher Education, Learning Strategies
Intelligence and Social Policy.
Peer reviewed Peer reviewed
Kirby, John R. – Alberta Journal of Educational Research, 1995
Argues that Herrnstein and Murray's cognitive stratification is not intrinsically ominous, since context determines its meaning; their "intelligence" data actually measures educational achievement; environmental effects are underestimated; and analyses and social policy recommendations are bound to the U.S. context. Concludes that education for…
Descriptors: Context Effect, Educational Attainment, Educational Policy, Elementary Secondary Education