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Doughty, Catherine J., Ed.; Long, Michael H., Ed. – 2003
This handbook provides an integrated discussion of key issues in second language acquisition (SLA). The 24 chapters include the following: (1) "The Scope of Inquiry and the Goals of SLA" (Catherine J. Doughty and Michael H. Long); (2) "On the Nature of Interlanguage Representation: Universal Grammar in the Second Language"…
Descriptors: Cognitive Processes, Data Collection, Elementary Secondary Education, Grammar
McKellar, Nancy A. – 1984
An experiment was conducted to determine whether tutoring is a learning activity from which the tutor, as well as the tutee, gains cognitively. Undergraduate students (N=80) participated in the study. Half of the subjects studied selected material to tutor another subject. The other half studied material to prepare for a test that they would take.…
Descriptors: Achievement Gains, Cognitive Development, Comprehension, Higher Education
Sagaria, Sabato D.; Di Vesta, Francis J. – 1978
The relationship between placement of adjunct questions in instructional material and incidental and intentional learning was investigated. A total of 150 undergraduate students assigned to five experimental groups studied ten paragraphs with questions interspersed at different locations in the text. Performance on incidental items was…
Descriptors: Advance Organizers, Attention, Cognitive Processes, Content Area Reading
Morse, Jean A.; Morse, P. Kenneth – 1978
In two identical experiments, undergraduate students were randomly assigned to study course-appropriate prose learning materials under one of four experimental conditions (two levels of experience with objectives by two levels of possession of objectives). Achievement on objectives-relevant test items was significantly higher for possessors…
Descriptors: Classroom Research, Course Objectives, Educational Objectives, Higher Education
Peer reviewed Peer reviewed
Shelton, Dennis; Newhouse, Robert C. – Journal of Experimental Education, 1981
Differences in recall and number of trials to criterion between incidental learning groups and control groups of undergraduate students when memorizing CVC trigrams of high or low intralist similarity were investigated in this study. Results indicate that incidental learning did occur and suggest that incidental learning facilitates intentional…
Descriptors: Higher Education, Incidental Learning, Intentional Learning, Paired Associate Learning
Peer reviewed Peer reviewed
Rickards, John P.; And Others – Journal of Educational Research, 1976
Two types of questions were inserted in reading material either before or after certain text segments to see how they affected learning. (MM)
Descriptors: College Students, Higher Education, Incidental Learning, Intentional Learning
Peer reviewed Peer reviewed
Sagaria, Sabato D.; Di Vesta, Francis J. – Journal of Educational Psychology, 1978
One hundred-fifty subjects studied a passage with questions interspersed at different locations. Total level of acquisition was highest in treatments involving postquestions and no questions. The results were attributed to the influence of adjunct questions on learner expectations that affect the selective processing of information. (Author/JAC)
Descriptors: Advance Organizers, Cues, Higher Education, Incidental Learning
Balota, David A.; Neely, James H. – Journal of Experimental Psychology: Human Learning and Memory, 1980
Undergraduates were induced to expect a recall or recognition test and then to remember a critical list consisting of both high-frequency and low-frequency words. Groups received either an expected or unexpected recall or recognition test. People expecting recall did better, especially with high-frequency words. (Author/RD)
Descriptors: Expectation, Higher Education, Incidental Learning, Intentional Learning
Peer reviewed Peer reviewed
Rickards, John P.; August, Gerald J. – Journal of Educational Psychology, 1975
Examination was made of subject-generated as compared to experimenter-provided underlining of sentences that were least or most important to the overall structure of the passage presented. Additionally, some readers were instructed to underline any one sentence per paragraph, while others were asked simply to read the passage. (Author/BJG)
Descriptors: College Students, Higher Education, Incidental Learning, Intentional Learning