The problems associated with forms used to evaluate instructional software are described, and a new form is presented. Rating forms for reviewers should address: (1) global characteristics of the courseware; (2) specific characteristics; and (3) specific properties related to instructional design. The two-page Software Evaluation Form is included.…

This paper describes three interactive computer programs used with personal computers to present science learning modules for all ages. Developed by groups of teachers at the Educational Technology Center at the University of California, Irvine, these instructional materials do not use the techniques of contemporary artificial intelligence. (GDC)

Elaboration in learning involves meaning-enhancing additions, constructions, or generations that improve one's memory for what is being learned. Recent examples of applications of elaboration theory include efforts in the areas of meta-cognitive components of learning strategies, mnemonics, and text-processing strategies. (TJH)

The memory performance of 30 seventh and 30 eleventh graders was examined as a function of instructional conditions on two different cued recall tasks. The relationship between meta-memory and actual performance during adolescence was studied. Results concern performance based on elaborative prompting, controlled instructions, and the students'…

Dual task procedures (finger tapping and associative memory) were used to examine developmental differences in the amount of mental effort required to deploy rehearsal and elaboration. Sixth-grade and college students participated. Some evidence for a developmental difference in mental effort was found. (TJH)

Cognitive performance can be improved through the explicit instruction of strategies that produce good performance. Variations in the ability to access knowledge relevant to specific materials that might affect strategy use, students' perceptions of strategies, and strategy maintenance are considered. (TJH)

An analysis of the learning process that focuses on the role of elaboration and students' prior knowledge is presented. Learning from instruction is distinguished from learning and instruction, and a series of learning functions are identified. (TJH)

The effects of the level of adjunct question and type of feedback on learning concepts from prose were examined, using 534 college students. Results suggest that feedback does not necessarily facilitate concept learning and adjunct application questions do not always facilitate the learning of concepts through reading. (TJH)

Paper reports the development and application of a framework for assessing course characteristics. Discussion focuses on the usefulness of the framework for predicting variance in students' performances and constructing, evaluating, and revising curriculums. (RB)

A self-report measure was used to assess the number of times 1,240 junior and senior high school and college students engage in 15 varieties of study activities. Results showed a comparatively little engagement in planned study activities. (RB)

Students in 22 social science courses at the junior high, senior high, and college level were surveyed about their study habits to prepare for a major exam. An index of the effectiveness of each class of study activity was developed in terms of its impact on test grades. (RB)

A battery of test was given to 1,240 students at the junior and senior high school and college level to assess their academic aptitude, self-efficacy, achievement orientation, and course-specific study activities. (RB)

In this study, students reported total study time, their allocation of time to specific study activities, and the relationship between such allocations and achievement. (RB)

Contends that academic achievement cannot be improved by increasing the amount of time students spend on homework. Instead, achievement depends on the nature of the study activities students do. (RB)

Experiment examined the effects of summary type and the alteration of roles within a cooperative scenario on the amount and accuracy of information recalled. (RB)