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Bishop, Gale; Smith, Jerome – American Journal of Psychology, 1971
Experiment conducted to determine the different effects of a mediational method of verbal learning and visual-discrimination verbal learning. (Author/MM)
Descriptors: Cognitive Processes, Discrimination Learning, Language Acquisition, Psychology
Ghatala, Elizabeth S.; And Others – Journal of Verbal Learning and Verbal Behavior, 1975
This study attempted to determine the functional components of rehearsal strategies in children's discrimination learning. When a discrimination list was given without rehearsal instructions, ability to discriminate situational frequencies predicted performance. Without rehearsal strategy, subjects' ability to discriminate between previous usage…
Descriptors: Child Development, Cognitive Development, Cognitive Processes, Discrimination Learning
Ghatala, Elizabeth S.; Levin, Joel R. – 1974
The present study affords an explanation for the consistent, but not always statistically significant, pattern showing superior verbal discrimination learning performance for low- as compared to high-frequency words. In a frequency judgment task it was found that relative to high-frequency words, low-frequency words for which subjects (sixth…
Descriptors: Cognitive Processes, Discrimination Learning, Educational Research, Elementary Education
Reese, Hayne W. – 1976
This book is an introduction to the psychological study of basic learning processes in children. Written for students who are not majors in psychology and who do not have much familiarity with the technical vocabulary of psychology, it has two themes: even the most basic kinds of learning are included by cognitive processes or mental activities;…
Descriptors: Child Psychology, Cognitive Processes, Concept Formation, Conditioning
Ghatala, Elizabeth S.; And Others – 1975
This study incorporated a correlational methodology into an experimental context to determine the functional components of rehearsal strategies in children's discrimination learning. The subjects for this study were 120 fifth- and sixth-grade children attending two elementary schools located in middle-class areas of Ogden, Utah. According to the…
Descriptors: Child Language, Cognitive Processes, Discrimination Learning, Educational Research

Clouse, Bonnidell – Perceptual and Motor Skills, 1971
Descriptors: Cognitive Development, Cognitive Processes, Cues, Discrimination Learning
Andre, J. – J Exp Child Psychol, 1969
Descriptors: Cognitive Processes, Deafness, Discrimination Learning, Handicapped Children
Eriksen, Charles W. – 1965
Research on learning and conditioning suggests that verbal response modification does not occur in the absence of the subject's ability to define verbally (1) the response-reinforcement relationships and (2) his intention to change his behavior in the direction of reinforcement. This seems to be true for operant conditioning of verbal behavior,…
Descriptors: Behavior Change, Behavioral Science Research, Cognitive Processes, Conditioning
Wolff, Joseph L. – 1967
Previous experiments with nursery school children have suggested that (1) subjects of preschool age do not verbalize during transfer learning or that (2) for these subjects, self-produced verbal cues have little influence on the learning process. To investigate the relative merits of these alternative positions, research was conducted among 80…
Descriptors: Behavioral Science Research, Cognitive Processes, Comparative Testing, Discrimination Learning
Levin, Joel R.; Ghatala, Elizabeth S. – 1976
When 112 fifth- and sixth-graders were observed for their use of one of two possible rehearsal strategies in verbal discrimination learning tasks, the strategy in which the children generated a functional explanation of the word showed a positive influence on simple frequency discriminations. Data analyses also indicate that under this strategy…
Descriptors: Cognitive Processes, Discrimination Learning, Grade 5, Grade 6
Wilder, Larry – 1971
The frequency theory of verbal discrimination learning makes no distinction between silent and spoken rehearsal. Further, the frequency theory predicts that the study-test method of list presentation is superior to the anticipation method. College students, performing under silent and spoken rehearsal conditions, learned 16 low-frequency…
Descriptors: Analysis of Variance, Articulation (Speech), Cognitive Processes, College Students