This paper contends that, like children of average intelligence, there is a degree of material that will be learned by the retardate, even if his attention is not directly brought to bear upon that material.

The study explored incidental learning in the workplace. Three research questions guided the study: 1. What is the nature of incidental learning in the workplace? 2. How does professional context impact incidental learning? 3. How do incidental learners know they know in the workplace? A series of three interviews were done with seven human resource professionals and with seven engineers following Seidman's phenomenological interview protocol. The first interview focused on the participant's life history concentrating on the context of the participant's early learning experiences and their professional choices. The second interview provided details of the participant's current incidental learning experiences and an example of their current professional tasks. The third interview provided an opportunity for the participants and me to explore the meaning of their experiences. Analysis of individual experiences was done via profiles, and an analysis of thematic findings was done across all participants. Findings showed that in the "lived world" the experience of the participants and the nature of incidental learning is mediated by the individual's conception of learning and by the individual's learning style. At a professional level, frames and reflection-in and on-action further guide the focus of and validation of the incidental learning. For the researcher -- and perhaps for co-workers or for participants themselves -- incidental learning is easy to overlook; lessons learned often appear to be simply common sense after the fact. This may, in part, be due to the fact that the stories of incidental learning ultimately had successful outcomes. This study confirmed and expanded the importance and impact of context on incidental learning, showing how the elements of an individual's personal and professional context also impact incidental learning. Recommendations for future research and implications for practice were provided. Recommendations for future research included: replicating the study to explore incidental learning in more professions and to explore of the impact of formal higher education on incidental learning. Process recommendations include studying incidental learning as an adjunct to other studies of organizational learning and as a part of an action research project. These methods allow the researcher to study the construct indirectly and as it happens. / Ph. D.

Seven experiments examined phonological word-form learning (i.e., the learning of novel wordlike sound patterns) after differing types of training. In each case, learning at the end of training was assessed via stem-completion ability. Experiment 1 presented participants with 11 epochs of listening and repeating (incidental learning) and found significant stem-completion ability. The results of Experiment 2 showed greater stem-completion ability after 11 epochs of listening, repeating, and stem-completion testing (deliberate learning). Experiment 3 replicated results from Experiments 1 and 2 in a within-subject design and demonstrated that learning of both types is item-specific and not merely the result of generalized task facilitation. Experiment 4 measured stem-completion ability after 100 epochs of incidental learning and found that it remained lower than after only 11 blocks of deliberate learning in Experiments 2 and 3. Experiments 4, 5, and 6 utilized monosyllabic nonword stimuli, in contrast to the disyllabic nonword stimuli utilized in the first four experiments, and replicated results from Experiments 1, 2, and 3, respectively. Taken together, these results suggest that incidental learning does not yield full mastery of phonological word-forms.

Introdução: O aprendizado intencional/incidental pode influenciar a memória. A persistência deste efeito avaliado ao longo do tempo foi pouco estudada até o momento. Objetivos: Avaliar a persistência da memória comparando as aprendizagens intencional e incidental. Métodos: A amostra (120 sujeitos funcionalmente independentes, com idade variando de 18 a 81 anos), foi subdividida em dois grupos (experimental - condição ‘intenção de aprender’ - e controle). Uma abordagem ecológica foi utilizada para a avaliação do aprendizado incidental. As avaliações foram realizadas dois e sete dias após a codificação. Resultados: A intenção de aprender e a aquisição incidental (a partir de experiências de vida diária) melhoraram a recuperação da memória no dia dois, mas não sete dias após a codificação. Conclusão: Estes achados sugerem que o estado motivacional (espontâneo ou induzido) que modula o sistema da atenção deve ser importante para a melhora na recuperação das informações aprendidas. / Background: The intentional/incidental learning can influence memory. The persistence of this effect assessed over time has been little studied up to date. Objectives: To evaluate the persistence of memory comparing intentional and incidental learning conditions. Method: The sample (120 functionally independent subjects, age ranging from 18 to 81 years old), was subdivided into two groups (experimental - intention to learn condition - and control). An ecological approach was applied for the incidental learning condition. The assessments were performed two and seven days after the encoding. Results: The intention to learn and the incidental acquisition (from daily life experiences) improved performance two but not seven days after the encoding. Conclusions: These findings suggest that motivational state (spontaneous or induced) which module the system of attention may be important for the improvement in the retrieval of the information learned.

Introdução: O aprendizado intencional/incidental pode influenciar a memória. A persistência deste efeito avaliado ao longo do tempo foi pouco estudada até o momento. Objetivos: Avaliar a persistência da memória comparando as aprendizagens intencional e incidental. Métodos: A amostra (120 sujeitos funcionalmente independentes, com idade variando de 18 a 81 anos), foi subdividida em dois grupos (experimental - condição ‘intenção de aprender’ - e controle). Uma abordagem ecológica foi utilizada para a avaliação do aprendizado incidental. As avaliações foram realizadas dois e sete dias após a codificação. Resultados: A intenção de aprender e a aquisição incidental (a partir de experiências de vida diária) melhoraram a recuperação da memória no dia dois, mas não sete dias após a codificação. Conclusão: Estes achados sugerem que o estado motivacional (espontâneo ou induzido) que modula o sistema da atenção deve ser importante para a melhora na recuperação das informações aprendidas. / Background: The intentional/incidental learning can influence memory. The persistence of this effect assessed over time has been little studied up to date. Objectives: To evaluate the persistence of memory comparing intentional and incidental learning conditions. Method: The sample (120 functionally independent subjects, age ranging from 18 to 81 years old), was subdivided into two groups (experimental - intention to learn condition - and control). An ecological approach was applied for the incidental learning condition. The assessments were performed two and seven days after the encoding. Results: The intention to learn and the incidental acquisition (from daily life experiences) improved performance two but not seven days after the encoding. Conclusions: These findings suggest that motivational state (spontaneous or induced) which module the system of attention may be important for the improvement in the retrieval of the information learned.

Introdução: O aprendizado intencional/incidental pode influenciar a memória. A persistência deste efeito avaliado ao longo do tempo foi pouco estudada até o momento. Objetivos: Avaliar a persistência da memória comparando as aprendizagens intencional e incidental. Métodos: A amostra (120 sujeitos funcionalmente independentes, com idade variando de 18 a 81 anos), foi subdividida em dois grupos (experimental - condição ‘intenção de aprender’ - e controle). Uma abordagem ecológica foi utilizada para a avaliação do aprendizado incidental. As avaliações foram realizadas dois e sete dias após a codificação. Resultados: A intenção de aprender e a aquisição incidental (a partir de experiências de vida diária) melhoraram a recuperação da memória no dia dois, mas não sete dias após a codificação. Conclusão: Estes achados sugerem que o estado motivacional (espontâneo ou induzido) que modula o sistema da atenção deve ser importante para a melhora na recuperação das informações aprendidas. / Background: The intentional/incidental learning can influence memory. The persistence of this effect assessed over time has been little studied up to date. Objectives: To evaluate the persistence of memory comparing intentional and incidental learning conditions. Method: The sample (120 functionally independent subjects, age ranging from 18 to 81 years old), was subdivided into two groups (experimental - intention to learn condition - and control). An ecological approach was applied for the incidental learning condition. The assessments were performed two and seven days after the encoding. Results: The intention to learn and the incidental acquisition (from daily life experiences) improved performance two but not seven days after the encoding. Conclusions: These findings suggest that motivational state (spontaneous or induced) which module the system of attention may be important for the improvement in the retrieval of the information learned.

Faculty of Humanities School of Education 0107191f deirdre.mathews@phzer.com / Over the last decade, communities and corporates have been encouraged to initiate partnerships with one another as part of a Corporate Social Responsibility (CSR) initiative in South Africa. Historically, community-business partners have experienced tensions in their working relationships, and sought ways in which they could deal with these tensions to create a beneficial community-business partnership. The purpose of this study has been to gain insights into a particular community-business partnership in Triomph, namely, the Trevor Huddleston Memorial Centre, and Landelahni Recruitment Services partnership. In this qualitative ethnographic study I explore three central questions related to community-business partnerships: What is the nature of a community-business partnership? What factors promote and inhibit a community-business partnership? What kinds of adult learning happen within a community-business partnership? This study presents a case study for adult educators who are interested in community-business partnerships. An ethnography was used to gain insight into the partnership. Data have been collected from documents, interviews, and observations within the context of the Trevor Huddleston Memorial Centre and Landelahni Recruitment Services. Results reveal that the nature of the community–business partnership was characterised as a mutually beneficial cooperative relationship. This beneficial relationship was influenced by the following: the socio-economic context particular to this partnership, a formal Corporate Social Responsibility agreement, which emphased development and empowerment, and finally the role of financial contributions by Corporates. The factors that promoted the partnership were an awareness by both partners of power and how power plays out, the community organisation’s ability to understand their circumstances and negotiate and make decisions, and the partner’s ability to assist one another, while accessing each others networks through trust and reciprocal assistance based on shared norms and values. A factor that inhibited the partnership was the assumption that the partner with the most resources was the most powerful. Another factor that inhibited the partnership was when partners’ emphased social capital as being more important than other forms of capital in the partnership. There were two forms of adult learning present in the partnership, namely, nonformal learning which aims at empowering people in both organisations, as well as incidental learning that occurred through interaction with each other at an unconscious level. Both these forms of learning were not isolated from the influence of power. This study concludes by recommending certain principles, to guide a community-business partnership. Recommendations relate to: • The nature of an ideal partnership • Enhancing factors that promote a partnership • Mitigating factors that inhibit a partnership • Achieving the benefit from nonformal and incidental learning within community-business partnerships

This study aims to provide additional research into how Swedish EFL textbooks support incidental vocabulary learning through reading texts, specifically for textbooks aimed at upper secondary school, expecting a greater emphasis on recycling mid- and low-frequency words. The study has investigated the lexical character of two textbooks, Echo English 5 and Echo English 7, as well as how they recycle lemmas and how well they recycle lemmas from the mid- and low-frequency bands. Incidental vocabulary learning is the process in which words are learned as a secondary objective when the focus of the learning task lies elsewhere. An important component of incidental learning is the frequency at which unknown words are encountered, with 10 encounters being a good benchmark for learning. As these textbooks are aimed at upper secondary school, it can be expected that most of the areas where learning can still be achieved lie within the mid- and low-frequency bands, that being everything below the 3000 most common word families. The study is corpus-inspired, and an online vocabulary profiler was used to compare the texts present in the textbooks to the BNC-COCA corpus to examine the lexical profile of the texts at large. The same was then done with a lemma tagged version of each text, and the level of recycling, as well as its character, was analysed. Similar to what previous research in this field has shown, no evidence has been found that the textbooks properly support incidental learning in the relevant frequency bands, even though the texts included are of an appropriate lexical difficulty level for students of upper secondary school.

No description available.

The skills enhancement when English as a Foreign Language (EFL) students are acquiring the language has been recently affected by the rapid spread of broadband Internet. More particularly since the appearance of Original Version (OV) video streaming, as it is now available for many English language teachers and students that take advantage of this verbal medium, which provides new opportunities for education and culture. In the present work, we have investigated, through empirical research, the transition from CEFR B1, through B2, towards C1 of different EFL students that have proved how unadapted captioned videos can affect the way they eventually perform when: (1) Gist understanding is evaluated by means of leaving the captions on (B1 students in Study 1). (2) The learners’ listening skills enhancement varies if they are in the habit of watching OV on a regular basis (B1-B2 students in Study 2), and (3) There is an observation of how advanced students (C1 students in Study 3) reading and listening skills improve depending on their level of voluntary exposure to OV videos in the long-term. Results lead us to conclude that the B2 level is the tipping point for students to really enjoy and take advantage of real video streaming TV shows in English as lower levels showed inconsistencies in results amongst them. Complementarily, C1 students that have been independently watching OV TV programmes on a regular basis, showed better outcomes in the listening comprehension tests than those who did not. Nevertheless, the reading comprehension results showed no difference between the two groups.