Optimizing the learning of a second-language vocabulary.

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Abstract
Proposed and evaluated 4 optimization strategies for the learning of a large German-English vocabulary using 120 undergraduates. The 1st strategy involved presenting items in a random order and served as a benchmark against which the others could be evaluated. The 2nd strategy permitted S to determine on each trial of the experiment which item was to be presented, thus placing instruction under "learner control." The 3rd and 4th strategies were based on a mathematical model of the learning process; these strategies were computer controlled and took account of S's response history in making decisions about which items to present next. Performance on a delayed test administered 1 wk. after the instructional session indicated that the learner-controlled strategy yielded a gain of 53% when compared to the random procedure, whereas the best of the 2 computer-controlled strategies yielded a gain of 108%. Implications for a theory of instruction are considered. (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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