Note-taking and passage style.

High-formality and low-formality versions of a passage were read by 120 undergraduate education students who either took notes for a presentation to professionals or to students, or simply read the text. A free-recall test showed superiority for notetakers and for those reading low-formality text. Despite passage style and type of instruction, Ss took essentially verbatim notes, but in recall, informal material was paraphrased significantly more than formal prose. A conditional probability analysis showed that an idea unit was more likely to be recalled if it had been written in notes than if it had only been read. Results support the encoding function of note-taking and its relation to informal prose. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Verbal learning strategies in Parkinson's disease.

Word-list learning was studied in patients with Parkinson's disease (PD) and normal control (NC) participants by means of the selective-reminding procedure of H. Buschke and P. A. Fuld (1974) in 3 learning conditions using semantically unrelated items; semantically related items, whose implicit categorical structure had to be spontaneously guessed; and semantically related items, whose explicit categorical structure was known in advance. The PD patients displayed poor learning in all 3 conditions. To identify the functional locus of the PD patients' deficits, the authors performed a stochastic Markov chain analysis, which allowed individual measurements of encoding, retrieval, and category clustering abilities. PD patients were never significantly impaired in encoding word engrams; their impairment was confined to automatic and intentional retrieval and to the ability to benefit from explicit semantic clues. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Choice strategies in multiple-cue probability learning.

Choice strategies for selecting among outcomes in multiple-cue probability learning were investigated using a simulated medical diagnosis task. Expected choice probabilities (the proportion of times each outcome was selected given each cue pattern) under alternative choice strategies were constructed from corresponding observed judged probabilities (of each outcome given each cue pattern) and compared with observed choice probabilities. Most of the participants were inferred to have responded by using a deterministic strategy, in which the outcome with the higher judged probability is consistently chosen, rather than a probabilistic strategy, in which an outcome is chosen with a probability equal to its judged probability. Extended practice in the learning environment did not affect choice strategy selection, contrary to reports from previous studies, results of which may instead be attributable to changes with practice in the variability and extremity of the perceived probabilities on which the choices were based. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Configural and elemental strategies in predictive learning.

When 2 cues occur together and reliably predict an outcome, Ss often judge the effect of the compound as reducible to the individual effects of the elements. This elemental processing in predictive learning is perhaps the single most important aspect of most theories of human inference. Surprisingly, selectional processing was not observed in either blocking or conditioned inhibition problems. Only when the learner had past experience with another problem encouraging an elemental strategy were the expected selectional processes observed. These proactive effects of prior learning were abolished if the earlier problem required a nonadditive solution. The results suggest that configural cues were guiding predictive inferences in the absence of elemental processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Pictorial–verbal and analytic–holistic learning strategies in science learning.

Gave study instructions to 383 college students to investigate several learning strategies. All learners except those in the read-twice control were told to study a science chapter by either writing paraphrases or drawing pictures of the material. Additionally, some learners were told to be either analytic, by focusing on details, or holistic, by relating specifics to more inclusive concepts. Individual differences were assessed in verbal ability, pictorial ability, and preference for pictorial or verbal thinking. The study instructions successfully manipulated pictorial–verbal strategies but not analytic–holistic strategies, according to self-reports and judges' ratings. Results reveal weak effects favoring the drawing strategy for males and females and the holistic strategy for females only, but there were no significant interaction effects. (42 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Toward generative theory.

Argues that much contemporary theory lacks generative potency, that is, the capacity to challenge prevailing assumptions regarding the nature of social life and to offer alternatives to contemporary patterns of conduct. This deficit may be traced primarily to the commitment of the field to traditional positivist assumptions that (a) give preeminent weight to "the fact," (b) demand verification of theoretical ideas, (c) encourage disregard for the temporal dependency of social pattern, and (d) recommend dispassionate comportment in scientific affairs. Shortcomings are demonstrated in each of these cases, and the groundwork is laid for developing generative theory, liberated both from the press of immediate fact and the necessity for verification. Such theory may properly function to sustain value commitments and to restructure the character of social life. (85 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Transitions in learning: Evidence for simultaneously activated strategies.

Children in transition with respect to a concept, when asked to explain that concept, often convey one strategy in speech and a different one in gesture. Are both strategies activated when that child solves problems instantiating the concept? While solving a math task, discordant children (who produced different strategies in gesture and speech on a pretest) and concordant children (who produced a single strategy) were given a word recall task. All of the children solved the math task incorrectly. However, if discordant children are activating 2 strategies to arrive at these incorrect solutions, they should expend more effort on this task than concordant children, and consequently have less capacity left over for word-recall and perform less well on it. This prediction was confirmed, suggesting that the transitional state is characterized by dual representations, both of which are activated when attempting to explain or solve a problem. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Note-taking in the employment interview: Effects on recall and judgments.

Although note-taking in the employment interview is highly recommended, little research has examined its effects. This study investigated the effects of note-taking styles, review of the notes, and content of the notes on participants' cued recall of information and decisions made from videotaped employment interviews. Note-taking increased recall accuracy but not judgment accuracy. Being able to review notes resulted in increased judgment accuracy for those taking conventional-style notes. The content of the notes also had important implications for conventional note-takers, suggesting some benefits of recording notes using the key-points style. The findings suggest that the act of note-taking may be more important for memory and legal reasons than for improving the decisions made by interviewers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive strategies and strategic learning: The socio-instructional approach.

Recent developmental studies have focused on children's learning strategies and on the socio-instructional dynamics that foster strategic learning. The introduction of Vygotsky's concept of the zone of proximal development has been central to this research effort. Zone theory is discussed in the context of traditional cognitive strategies research and in terms of its practical applications. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cultural roadmap: Developing cultural learning strategies during internship.

Cultural training can be a difficult topic to address during the internship year and can be defined or approached in many different ways. This article describes a program designed to provide cultural training focused on increasing cultural awareness for psychology interns. The training program outlined is based in part on anthropological research methods and teaches interns a method for learning about different cultures. Interns focus on one cultural group, and go through a flexible sequence of several steps from gathering general information, meeting with community representatives, meeting specific groups of community members, to finally developing a project using the information learned to serve the group studied. An overview of the program is provided, with a recent project example to highlight the process. Reactions from interns have generally been positive. Examples are discussed of how the project has evolved to reflect intern and staff experiences. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Selective attention and response strategies as factors in serial reversal learning.

3 experiments investigated the basis of serial-reversal improvement in 40 white Carneaux pigeons. In the 1st, Ss trained on either color or position reversals alone performed more accurately than Ss initially trained on interspersed color and position reversals, and then shifted to 1 type of problem only. This suggests that the selective strengthening of attention to a single relevant dimension is 1 factor underlying rapid reversal learning. In 2 further experiments, Ss were trained on delayed conditional discriminations, the requirements of which were similar to those of a win-stay, lose-shift strategy. Ss' poor performance on these problems implies that such strategies do not play an important part in reversal learning in these Ss. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preferred strategies for learning ethics in the practice of a discipline.

There are very few formal evaluations of the impact of instructional practices on the effectiveness of strategies for learning professional ethics. The assessment of ethical knowledge and skills is important in current discussions of professional mobility across North American jurisdictions. The present study investigated adult learners' perceived level of helpfulness of 7 strategies when learning 7 different ethical content areas. Adult learners rated interactive strategies as more helpful for learning compared to traditional didactic methods. Adult learners rated the helpfulness of various strategies differently for different content areas, indicating that several strategies may be useful. We conclude by making recommendations for further investigation of the effectiveness of various learning strategies in terms of knowledge gained and subsequent behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developing generative vocational behaviors in retarded students.

Three mildly mentally retarded women (2 18-yr-olds and a 45-yr-old) were given 4 days of training in cleaning the bath area of a standard hotel room and not given training for other aspects of room cleaning. Results of an ABAB single S design show that with training on the bath area only, the time needed to clean the entire room decreased during training and increased during reversal phases. The improvement in speed was not a function of decreased work quality. It is concluded that a technology of vocational habilitation of the retarded can be fostered by further research on response covariation. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reading as a generative process.

From a model of learning as a generative process, it was hypothesized that familiar stories, in contrast to unfamiliar stories, facilitate the learners' generation of meaning for low-frequency, undefined words. In 3 experiments, 468 6th graders were randomly assigned to across-S treatments which applied the hypothesis. Across 3 levels of reading ability (determined by Science Research Associates Reading Placement and Listening Skills Tests), 4 elementary schools, and 2 modes of presentation, the hypothesis was supported (p     

Note-taking, individual differences, and memory for lecture information.

Investigated the encoding function of note taking and processing differences between successful and less successful students in lecture situations in 2 experiments. In Exp I, 48 undergraduates either took notes or listened during a lecture. Different memory patterns were found for these 2 groups, with note-takers recalling many more high- than low-importance propositions and listeners recalling an equal number of high- and low-importance propositions. Results suggest that note taking enhanced organizational processing of lecture information. In Exp II, the notes and recall of 80 successful and less successful students were compared. Successful Ss recalled more of the most important propositions, but these 2 groups of Ss did not differ in their recall of less important propositions. For both groups of Ss, recall content was closely related to the content of the notes, with successful Ss recording more high-importance propositions in their notes. Also, successful and less successful Ss were similar in their note-taking styles and the degree to which they benefited from reviewing their notes. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Achievement goals in the classroom: Students' learning strategies and motivation processes.

We studied how specific motivational processes are related to the salience of mastery and performance goals in actual classroom settings. One hundred seventy-six students attending a junior high/high school for academically advanced students were randomly selected from one of their classes and responded to a questionnaire on their perceptions of the classroom goal orientation, use of effective learning strategies, task choices, attitudes, and causal attributions. Students who perceived an emphasis on mastery goals in the classroom reported using more effective strategies, preferred challenging tasks, had a more positive attitude toward the class, and had a stronger belief that success follows from one's effort. Students who perceived performance goals as salient tended to focus on their ability, evaluating their ability negatively and attributing failure to lack of ability. The pattern and strength of the findings suggest that the classroom goal orientation may facilitate the maintenance of adaptive motivation patterns when mastery goals are salient and are adopted by students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Enhancing third-grade student' mathematical problem solving with self-regulated learning strategies.

The authors assessed the contribution of self-regulated learning strategies (SRL), when combined with problem-solving transfer instruction (L. S. Fuchs et al., 2003), on 3rd-graders' mathematical problem solving. SRL incorporated goal setting and self-evaluation. Problem-solving transfer instruction taught problem-solution methods, the meaning of transfer, and 4 superficial-problem features that change a problem without altering its type or solution; it also prompted metacognitive awareness to transfer. The authors contrasted the effectiveness of transfer plus SRL to the transfer treatment alone and to teacher-designed instruction. Twenty-four 3rd-grade teachers, with 395 students, were assigned randomly to conditions. Treatments were conducted for 16 weeks. Students were pre- and posttested on problem-solving tests and responded to a posttreatment questionnaire tapping self-regulation processes. SRL positively affected performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of learning modules on the acquisition of counseling strategies.

Two studies investigated the effects of learning modules and classroom lecture on the acquisition of 3 counseling strategies. In Exp I, 42 students in introductory counseling courses were assigned randomly to classroom lecture and written self-paced module groups. Results indicate that the latter group performed significantly better than the lecture group on both a post- and retention test. In Exp II, 64 counselor trainees were assigned randomly to 1 of 3 treatment groups: classroom lecture, written module, and slide-tape module. No significant differences were found between treatment groups for acquisition of 2 counseling strategies: problem identification or developing goals. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Student conceptions of learning and their use of self-regulated learning strategies: A cross-cultural comparison.

This study examines differences between Australian and Japanese secondary school students' conceptions of learning and their use of self-regulated learning strategies. Australian students have a narrow, school-based view of learning. The Japanese students view learning from a much broader perspective. For them, learning is not only related to what happens at school, it is also seen as a lifelong, experiential process leading to personal fulfillment. However, in spite of these differences in learning conceptualizations, the strategies used by students in a Western learning context are similar to those used by Japanese students. A conception of learning as "understanding" is associated with a greater total use of strategies for both Australian and Japanese students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)