Certain learners are less sensitive to learning environments and can always learn, while others are more sensitive to variations in learning environments and may fail to learn (Cronbach & Snow, 1977). We refer to the former as high learners and the latter as low learners. One important goal of any learning environment is to bring students up to the same level of mastery. We showed that an intel...

Young children with learning disabilities typically encounter difficulty with academic tasks requiring intentional effort and effective use of metacognitive skills--qualities that competent readers and writers possess. In response to these difficulties, special educators often modify literacy instruction, isolating the "basic skills" of literacy (such as decoding and penmanship) from meaningful...

This article provides a tutorial overview of cognitive architectures that can form a theoretical foundation for designing multimedia instruction. Cognitive architectures include a description of memory stores, memory codes, and cognitive operations. Architectures that are relevant to multimedia learning include Paivio’s dual coding theory, Baddeley’s working memory model, Engelkamp’s multimodal...

Aimed at both newcomers to online learning as well as experienced multimedia developers, this paper addresses the issue of how to avoid unproductive multimedia instructional practices and employ more effective cognitive strategies. Baddeley’s model of working memory and Paivio’s dual coding theory suggest that humans process information through dual channels, one auditory and the other visual. ...

This research aimed to probe the effect of two different models of metacognitive strategy instruction on the listening performance of EFL learners in Iran. 83 intermediate EFL learners in four groups, two male and two female groups were the participants. The participants in the first experimental groups – a male and a female group – were undergone a ten-week treatment including the linear strat...

analogical transfer, the present study systematically compared the effect of ing that animated source instruction facilitated spontaneous analogical inference. Analogical reasoning is a cognitive underpinning of the ability to notice and draw providing practical suggestions for classroom instruction. We first discuss. Learning, instruction, problem solving, transfer, analogical reasoning, instr...