The efficiency of implicit repetition and cognitive restructuring.

Learning from Learning Kits: gStudy Traces of Students’ Self-Regulated Engagements with Computerized Content

“…For example, labels can identify types of information (e.g., principle, critical experiment) or mark an action to be applied to the selection (review this, ask my partner). Labels offer opportunities for learners to exercise metacognitive control that enhances retrievability (Winne, Hauck, & Moore, 1975) and demonstrates organization. As with notes, gStudy links each label to all information objects that have been labeled with it.…”

Reconceptualizing research on teaching.

“…A recent study of verbal category learning, which focused on the student as an information-processing learner, may help explain these findings. Winne, Hauck, and Moore (1975) presented learners with a list of categorized words to be learned. Following the presentation, one of four types of summarization or repetition was provided: re-presenting some of the words from each category, re-presenting the name of each category, introducing several new words for each category, or not giving any summarization.…”

“…Specifically, because research on teaching has not attended to the ways in which students might process information during reviews, no distinctions have been made between perhaps considerably different sorts of reviews. For example, reviewing by repeating the organizational concepts in a lesson, a parallel to repeating category names, has not been distinguished from supplementing slightly the content presented in the body of the lesson, a treatment similar to presenting new words in the Winne et al (1975) study. Thus, because research on teaching has not viewed teaching events in terms of the different effects they may have on students' learning processes, large effects may be muddled with small ones.…”