As a result, a gap exists because of the lack of studies regarding the viability of SILL and orthographic languages. However, published studies involving the SILL and learners of Japanese are relatively scarce, and many have involved adaptations to the SILL, to account for structural differences. Newbury House, Harper and Row, New York) have been used extensively throughout the world for over a decade. Language Learning Strategies: What Every teacher Should Know. Reliable strategy measurement surveys like the Strategy Inventory For Language Learning (SILL, Oxford, S.L. Japanese is one orthographic language, which has gained significant popularity as a course of study amongst both university students and high school students, particularly in Australia. This is despite the many structural differences, particularly in relation to reading and writing, which might significantly influence patterns of strategy use. Much of the strategy research has focussed on English as a second language or English as a foreign language. Orthographic languages have not been a major focus for second language learning strategy researchers.
(PsycINFO Database Record (c) 2012 APA, all rights reserved) In addition, when placed in a free-choice situation, students overwhelmingly chose to return to the practice activity consisting of the computer simulation. Results showed that students successfully extracted incidental information from animated graphics without risk to intentional learning but were also more prone to developing a scientific misconception. Within-Ss factors consisted of learning intent (intentional vs incidental) and test interval (immediate vs delayed). Between-Ss factors consisted of visual presentation (static graphic vs animated graphic) and practice order (questions/simulation vs simulation/questions). A total of 70 4th graders participated in an introductory lesson on Newton's laws of motion. The effects of animated presentations on incidental learning and the degree to which various computer practice activities contain intrinsically motivating characteristics as measured by continuing motivation were studied. (4) Certain methodological problems are discussed which make some of the past research on mnemonic devices inconclusive with respect to questions concerning their effectiveness. The characterization of mnemonic devices as cognitive cuing structures possessing these properties is proposed as a step forward in the development of a theory of mnemonic devices. The criteria of constructibility, discriminability, associability, and invertibility are discussed as important properties of cognitive cuing structures.
(3) Because recall with mnemonic devices is mediated by cognitive cuing structures created by the user, properties are described which these cognitive cuing structures must have to be effective. (2) A system is outlined by which common mnemonic devices can be classified. To help remedy this situation four aspects of the study of mnemonic devices are discussed: (1) Reasons are given why research on mnemonic devices should be performed. Consequently, not much is known about techniques for optimizing recall performance with mnemonic devices or the suitability of using mnemonic devices in educational settings. However, systematic research on mnemonic devices is only now starting to be done. Through the use of special mnemonic devices some spectacular results in recall performance have been obtained. In recent years the importance of mnemonic strategies in learning has been recognized. An instructional implication is that pictures and words are most effective when they occur contiguously in time or space. These results are consistent with a dual-coding model in which retention requires the construction of representational connections and problem solving requires the construction of representational and referential connections. On problem-solving tests, the concurrent group performed better than each of the other groups, which did not differ from one another. On retention tests, the control group performed more poorly than each of the other groups, which did not differ from one another. In 2 experiments, Ss studied an animation depicting the operation of a bicycle tire pump or an automobile braking system, along with concurrent oral narration of the steps in the process (concurrent group), successive presentation of animation and narration (by 4 different methods), animation alone, narration alone, or no instruction (control group).
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