This paper investigates the study strategies that first-year Australian university students bring with them to university. The research has currency due to the implementation of the Review of Australian higher education [Bradley, D., Noonan, P., Nugent, H., & Scales, B. (2008). Review of Australian higher education: Final report. Canberra: Australian Government.], which recommended that universities increase the number of students in undergraduate courses. In response to government incentives to increase enrolments, many universities have lowered their entrance scores and, as a result, have attracted students who would not traditionally have been eligible for university entrance. The study employed the Learning and Study Strategies Inventory (LASSI) to investigate the differences in study strategies used by a cohort comprising students from the expanded intake facilitated by the Bradley Review according to their gender, age, socio-economic status and entrance score.While these research results demonstrate a lower than average score on the LASSI instrument for this particular cohort, there were almost no dissimilarities in any of the categories assessed. This paper will argue that the differential distribution of such students across institutions in Australia has potential implications for the institutions themselves and the sector as a whole. Student skills and the Bradley agenda in AustraliaAuthors' Names Author's DetailsThis paper investigates the study strategies that first-year Australian university students bring with them to university. The research has currency due to the implementation of the Review of Australian Higher Education (Bradley, Noonan, Nugent & Scales, 2008), which recommended that universities increase the number of students in undergraduate courses. In response to government incentives to increase enrolments, many universities have lowered their entrance scores and, as a result, have attracted students who would not traditionally have been eligible for university entrance. The study employed the Learning and Study Strategies Inventory (LASSI) to investigate the differences in study strategies used by a cohort comprising students from the expanded intake facilitated by the Bradley review according to their gender, age, socio-economic status (SES) and entrance score. While these research results demonstrate a lower than average score on the LASSI instrument for this particular cohort, there were almost no dissimilarities in any of the categories assessed. This paper will argue that the differential distribution of such students across institutions in Australia has potential implications for the institutions themselves and the sector as a whole.

We present two experiments that examine structural priming in the single-trial phone-call paradigm introduced by Levelt and Kelter (Cognitive psychology, 14 (1), 1982). Experimenters called businesses and asked either What time do you close? or At what time do you close? Participants were more likely to produce a prepositional response (At 7 o'clock vs. 7 o'clock) following a prepositional question than following a non-prepositional question. Experiments 1 and 2 attempted to strengthen the priming effect by having the experimenters engage in a brief interaction with the participant before asking the What time…? question. The interactions did not reliably affect the observed priming effect. An analysis across experiments demonstrated that the priming effect found in this paradigm is generally smaller than the average structural priming effect (as reported in Mahowald,