Matching students' cognitive responses to teaching skills

Proposes a model of learning from instruction in which students perceive and cognitively respond to instructional stimuli before engaging learning processes per se. 302 university students were trained to recognize only (structural schema) or to recognize and cognitively respond to (functional schema) discrete teacher skills in lectures. Exp I produced no differences in learning due to overloading working memory and students' alteration or rejection of the schema. Practice with the schema was increased during training for Exp II. Structural training with extra practice enhanced learning more than did functional training, partly for the same reasons as in Exp I. The role of students' perception of instructional stimuli in learning from teaching is examined, and problems for research in which students' processing of instruction is distinguished from learning per se are identified. (22 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).