Donovan et al. (2014) showed that directed actions influence later performance, and found that trained actions can leave an observable 'legacy' in learners' subsequent gestures during proof production.
If in fact only the first 150 tokens were corrected, this was bound to have had an effect on learners' subsequent writings in that they may have used avoidance as a strategy to decrease the number of error types or may have focused more on the first 150 tokens in their writing while devoting less attention to later parts of their writings (Truscott 2007).
Given these results, it was decided to treat the sample as one homogenous group (young adolescent learners) for the subsequent analysis of their L2 testing experience.
In sum, the examiner provides the learner with a scaffold that may allow the learner to improve subsequent unassisted performance.
In addition, the peer-teaching mechanism, involving learning and preparing the content, presenting the content, and subsequent interactions between teacher and learner, leads to increased cognitive development (Bargh and Schul, 1980).
At each site, we collected data during the training of new facilitators and during their subsequent training of community-level providers (called learners in this study).
Although it is undoubted that the instructional approach used to introduce novel clinical technical skills to learners has a decisive impact on subsequent skills performance, as yet, little is known about differential effects of varying instructional methods.
Other mechanisms, such as proactive interference, whereby previously established knowledge may compete and even interfere with subsequent learning, may also be at work in late learners and in some instances result in an early learning advantage [50].
Although it is undoubted that the instructional approach used to introduce novel clinical technical skills to learners also has a decisive impact on subsequent skills performance [ 9, 14], as yet, little is known about differential effects of varying instructional methods.
