Search results for author:"Francis J Di Vesta"
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Educational Technology Vol. 12, No. 8 (1972) pp. 34–39
Educational Communication and Technology: A Journal of Theory, Research, and Development Vol. 33, No. 4 (1985) pp. 285–93
Two studies investigated robustness of the effect of precise elaborations on memory and relationship of these effects to metacognitions about learning. Sentences which were elaborated in different ways were read to subjects by experimenters to...
Educational Communication and Technology: A Journal of Theory, Research, and Development Vol. 35, No. 4 (1987) pp. 213–30
Discusses the contributions that cognitive psychology can make to the development of instructional designs and systems. Instructional design models for training and educational applications are described, potentials of cognitive engineering are...
Strategy Orientations, Learner Activity, and Learning Outcomes: Implications for Instructional Support of Learning
Educational Technology Research and Development Vol. 44, No. 2 (1996) pp. 29–42
Describes a study of undergraduates that investigated the differential effects of strategy orientation (memory strategy, organization strategy, application strategy, and read-and-study control) orthogonally crossed with learner activity (guided...