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Showing 1 to 15 of 61 results Save | Export
Çeliköz, Nadir; Erisen, Yavuz; Sahin, Mehmet – Online Submission, 2019
Why the brain is the most incredible network of information processing and interpretation in the body as we learn things is the scope of the Cognitive Learning Theories. When we use the word "learning", we usually mean "to think using the brain". Therefore, the basic concept of learning is the main viewpoint in the Cognitive…
Descriptors: Learning Theories, Information Processing, Cognitive Processes, Brain
Kolers, Paul A.; Smythe, William E. – Journal of Verbal Learning and Verbal Behavior, 1984
Examines some of the issues that underlie the conceptual structure of the computational approach to cognition. Finds that this approach construes symbolization too narrowly, thereby blocking more adequate treatments of learning and acquisition of skills. Discusses the notion of symbol and symbolization and suggests an alternative approach to the…
Descriptors: Cognitive Processes, Computation, Learning Theories, Symbolic Learning
Allport, Alan – Journal of Verbal Learning and Verbal Behavior, 1984
Examines Kolers and Smythe's 1984 paper on the computational approach to cognition. Considers: (1) five specific criticisms of the computational approach, (2) their analysis of the conceptual basis of symbolization, and (3) their proposed alternative approach. Summarizes their position and discusses its shortcomings. (SED)
Descriptors: Cognitive Processes, Computation, Evaluation, Learning Theories
Brooks, Lee R. – Journal of Verbal Learning and Verbal Behavior, 1984
Discusses Kolers and Smythe's 1984 paper on the computational approach to cognition. Suggests some factors that support the continued emphasis on the analytic approach of the psychological representation of knowledge, but also acknowledges that they have provided a useful set of distinctions and at least one vocabulary for describing them. (SED)
Descriptors: Cognitive Processes, Computation, Evaluation, Learning Theories
Buschke, Herman – Journal of Verbal Learning and Verbal Behavior, 1976
Discusses the process and role of chunking of items, with further organization of the chunks, in verbal learning. (RM)
Descriptors: Cognitive Processes, Learning Processes, Learning Theories, Recall (Psychology)
Foss, Donald J.; Harwood, David A. – Journal of Verbal Learning and Verbal Behavior, 1975
This paper evaluates associative theories of sentence memory, based on the model of J.R. Anderson and G.H. Bower. A model of Human Associative Memory (HAM) is generalized and defined, and alternative models incorporating configural information are presented. (CK)
Descriptors: Associative Learning, Cognitive Processes, Learning Theories, Memorization
Bugarin, Temotio Espina, Jr. – 1973
The purpose of this experiment was to determine whether a constant information processing rate would occur when subjects in verbal discrimination (VD) learning were presented a mixture of items of different lengths. Forty-two Naval Postgraduate School students served in a VD experiment with a random mixture of two-, three-, and four-word items at…
Descriptors: Cognitive Processes, Learning, Learning Processes, Learning Theories
Osborne, John W. – 1974
Subjects in an independent groups free learning experiment recalled list of low- or high-arousal words, matched for imagery and frequency and exposed randomly for 3 seconds and 9 seconds. Extrapolating neural consolidation theory to previous work on serial position effects led to the predictions that (1) arousal facilitates primacy; (2) arousal…
Descriptors: Cognitive Processes, Educational Research, Learning, Learning Processes
Peer reviewed Peer reviewed
Spiro, Rand J.; Anderson, Richard C. – American Educational Research Journal, 1981
Ausubel asserts that his work is impugned in various ways in Anderson, Spiro, and Anderson. This paper argues that a more careful reading of the original paper obviates most of Ausubel's concerns. (Author/GK)
Descriptors: Advance Organizers, Cognitive Processes, Cognitive Style, Learning Theories
Peer reviewed Peer reviewed
Ausubel, David P. – American Educational Research Journal, 1980
Anderson, Spiro, and Anderson (EJ 189 658) assert that the author's assimilation theory of meaningful learning and retention is "hopelessly vague." Documented examination of these assertions indicates that they are unspecified, unsubstantiated, undocumented, and based on indisputable misrepresentation of published material and on logical…
Descriptors: Advance Organizers, Cognitive Processes, Cognitive Style, Learning Theories
Nahinsky, Irwin D. – 1980
A theory for representation of concepts in memory is proposed which emphasizes the association of salient exemplars with the concept. Previous theories dealing with the classification processes involved in acquiring new concepts have shown that clear category boundaries do not exist. It is proposed that present theory must account for the…
Descriptors: Classification, Cognitive Processes, Concept Formation, Learning Theories
Ausubel, David P. – 1970
In this third Occasional Paper in the Science series of The Science and Mathematics Education Information Analysis Center, Ausubel explains the nature and theoretical rationale of "organizers", abstract, general, and inclusive statements presented prior to new learning tasks to provide specific relevant anchoring ideas in the learner's…
Descriptors: Advance Organizers, Cognitive Processes, Curriculum, Learning
CALFEE, ROBERT C. – 1966
THE EFFECTS OF INTERPOLATED ITEMS ON THE LEARNING AND RETENTION OF INDIVIDUAL STIMULUS-RESPONSE (S-R) UNITS IN PAIRED-ASSOCIATE LEARNING WERE INVESTIGATED. EXPERIMENTS WERE DESIGNED TO DETERMINE THE EFFECTS OF INTERFERENCE PRODUCED BY OTHER ITEMS WHICH OCCUR NATURALLY WITHIN THE CONTEXT OF A STANDARD PAIRED-ASSOCIATE TASK. IN ADDITION, SEVERAL…
Descriptors: Cognitive Processes, Learning, Learning Processes, Learning Theories
Gillman, Stephen I. – J Gen Psychol, 1970
Descriptors: Cognitive Processes, College Students, Factor Analysis, Inhibition
Nelson, Thomas O. – Journal of Verbal Learning and Verbal Behavior, 1977
Three new experiments concerning the depth-of-processing view demonstrate that repetition at the phonemic depth of processing does facilitate memory, regardless of whether the repetitions are massed or distributed and regardless of whether the dependent variable is uncued recall, cued recall or recognition. (Author/RM)
Descriptors: Cognitive Processes, Language Processing, Language Research, Learning Processes
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