NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Chen, Yalin; Orr, Alicia; Campbell, Jamie I. D. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
This research pursued a fine-grained analysis of the acquisition of a procedural skill. In two experiments (n = 29 and n = 27), adults practiced 12 alphabet arithmetic problems (e.g., C + 3 = C D E F) in two sessions with 20 practice blocks in each. If learning reflected speed up of a counting algorithm, response time (RT) speed up should be…
Descriptors: Learning Processes, Alphabets, Arithmetic, Computation
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Centelles, Josep J.; de Atauri, Pedro R.; Moreno, Estefania – International Society for Technology, Education, and Science, 2022
Games are highly appreciated by the population, so due to the COVID-19 pandemic confinement we decided to carry out an Internet research of several games, in order to use them for the assimilation of new words of Biochemical students. Games found in puzzle books allow the stimulation of memory, reasoning and other brain capacities, such as keeping…
Descriptors: Biochemistry, Science Instruction, Puzzles, Alphabets
Peer reviewed Peer reviewed
Direct linkDirect link
Lanska, Meredith; Westerman, Deanne – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
Stimuli that are fluently processed are more likely to be called "old" on a recognition memory test compared with less fluently processed stimuli. The goal of the current study was to investigate how the perceived diagnostic value of fluency is affected by a match between encoding and test conditions. During the encoding phase,…
Descriptors: Memory, Decision Making, Correlation, Task Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Slattery, Timothy J.; Schotter, Elizabeth R.; Berry, Raymond W.; Rayner, Keith – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2011
The processing of abbreviations in reading was examined with an eye movement experiment. Abbreviations were of 2 distinct types: acronyms (abbreviations that can be read with the normal grapheme-phoneme correspondence [GPC] rules, such as NASA) and initialisms (abbreviations in which the GPCs are letter names, such as NCAA). Parafoveal and foveal…
Descriptors: Sentences, Cues, Letters (Correspondence), Models