ERIC - Search Results

Descriptor

Memory	2
Retention (Psychology)	2
Verbal Learning	2
Associative Learning	1
Cognitive Processes	1
Difficulty Level	1
Foreign Countries	1
Higher Education	1
Incidental Learning	1
Learning Problems	1
Learning Processes	1
Reaction Time	1
Research Reports	1
Sequential Learning	1
Time Factors (Learning)	1
Word Recognition	1
More ▼

Source

Journal of Experimental…

Author

Eysenck, M. Christine	1
Eysenck, Michael W.	1
Lund, Arnold M.	1
Underwood, Benton J.	1

Publication Type

Journal Articles	2
Reports - Research	2

Education Level

Audience

Location

United Kingdom (England)

Laws, Policies, & Programs

Assessments and Surveys

What Works Clearinghouse Rating

Showing all 2 results Save | Export

Processing Depth, Elaboration of Encoding, Memory Stores, and Expended Processing Capacity.

Eysenck, Michael W.; Eysenck, M. Christine – Journal of Experimental Psychology: Human Learning and Memory, 1979

The effects of several factors on expended processing capacity were measured. Expended processing capacity was greater when information was retrieved from secondary memory than from primary memory, when processing was of a deep, semantic nature than when it was shallow and physical, and when processing was more elaborate. (Author/GDC)

Descriptors: Cognitive Processes, Foreign Countries, Higher Education, Incidental Learning

Retention Differences as a Function of the Number of Verbal Lists Learned Simultaneously.

Underwood, Benton J.; Lund, Arnold M. – Journal of Experimental Psychology: Human Learning and Memory, 1979

Subjects learned one, two, or three verbal lists simultaneously. Recall of the common list after 24 hours increased directly as the number of lists learned simultaneously increased. Assuming that simultaneous learning reduced interference, the interference was from extraexperimental sources of a proactive nature. (Author/CP)

Descriptors: Associative Learning, Difficulty Level, Learning Problems, Learning Processes