Descriptor
| Mediation Theory | 5 |
| Verbal Learning | 5 |
| Elementary School Students | 3 |
| Paired Associate Learning | 3 |
| Adults | 2 |
| Age Differences | 2 |
| Cognitive Processes | 2 |
| Memory | 2 |
| Recall (Psychology) | 2 |
| Associative Learning | 1 |
| Children | 1 |
| More ▼ | |
Source
| Journal of Experimental Child… | 5 |
Author
| Ashford, Donnell C. | 1 |
| Bauer, Richard H. | 1 |
| Baumeister, Alfred A. | 1 |
| Cuvo, Anthony J. | 1 |
| Di Vesta, Francis J. | 1 |
| Fuld, Paula Altman | 1 |
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Peer reviewedFuld, Paula Altman – Journal of Experimental Child Psychology, 1970
Descriptors: Age Differences, Children, Mediation Theory, Paired Associate Learning
Peer reviewedCuvo, Anthony J. – Journal of Experimental Child Psychology, 1975
This study was designed to analyze developmental differences in the rehearsal strategies of 60 subjects of three age groups. Data revealed significant age differences in recall. Fifth and eighth graders tended to repeat stimulus words immediately after presentation while adults tended to reenter items for additional rehearsal. (LLK)
Descriptors: Adults, Age Differences, Cognitive Processes, Elementary School Students
Peer reviewedDi Vesta, Francis J. – Journal of Experimental Child Psychology, 1971
Descriptors: Associative Learning, Elementary School Students, Mediation Theory, Paired Associate Learning
Peer reviewedBauer, Richard H. – Journal of Experimental Child Psychology, 1977
This experiment examined the possibility that deficient rehearsal is responsible for poor learning in children with learning disabilities by comparing single-trial immediate and delayed free recall of learning disabled children and children with no such disability. (Author/SB)
Descriptors: Cognitive Processes, Elementary School Students, Learning Disabilities, Mediation Theory
Peer reviewedAshford, Donnell C.; Baumeister, Alfred A. – Journal of Experimental Child Psychology, 1975
Presents a series of these experiments which examined cue function in trigram verbal discrimination learning by retarded subjects. The two variables of chief interest were: (1) trigram meaningfulness, and (2) reinforcement history. (Author/LLK)
Descriptors: Adults, Cues, Discrimination Learning, Handicapped Children
