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Word-Context Associations in Episodic Memory Are Learned at the Conceptual Level: Word Frequency, Bilingual Proficiency, and Bilingual Status Effects on Source Memory
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Francis, Wendy S.; Strobach, E. Natalia; Penalver, Renee M.; Martínez, Michelle; Gurrola, Bianca V.; Soltero, Amaris – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
Three source-memory experiments were conducted with Spanish-English bilinguals and monolingual English speakers matched on age, education, nonverbal cognitive ability and socioeconomic status. Bilingual language proficiency and dominance were assessed using standardized objective measures. In Experiment 1, source was manipulated visuo-spatially,…
Descriptors: Associative Learning, Short Term Memory, Context Effect, Concept Formation
The Bridge: Linking Mood Induction, Self-Report, and Psychophysiology to Vocabulary Learning on a Paired-Associates Learning Task
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Fox, Jessica Kate – ProQuest LLC, 2017
Researchers in the field of second language acquisition continue to establish links between cognition and emotion (Dewaele, 2013; MacIntyre, 2002; MacIntyre & Gardner, 1989, 1991b, 1994; Segalowitz & Trofimovich, 2011). The purpose of the present study is to investigate to what extent physiological and self-report measures predict…
Descriptors: Vocabulary Development, Task Analysis, Second Language Learning, Schemata (Cognition)
EEG Theta and Alpha Responses Reveal Qualitative Differences in Processing Taxonomic versus Thematic Semantic Relationships
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Maguire, Mandy J.; Brier, Matthew R.; Ferree, Thomas C. – Brain and Language, 2010
Despite the importance of semantic relationships to our understanding of semantic knowledge, the nature of the neural processes underlying these abilities are not well understood. In order to investigate these processes, 20 healthy adults listened to thematically related (e.g., leash-dog), taxonomically related (e.g., horse-dog), or unrelated…
Descriptors: Semantics, Memory, Cognitive Processes, Classification
Shifts from Nominal Realism in Grade School Children as a Function of Participating in a Naming Task
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Ball, Steven; Simpson, Richard – Journal of Psychology, 1977
Children show less evidence of nominal realism (treating the name and its object as the same) after participating in an arbitrary naming task, but older children do not show as much development away from nominal realism as Piaget postulated. (RL)
Descriptors: Associative Learning, Child Development, Childhood Attitudes, Children
Encoding Variability and Imagery: Evidence for a Spacing-Type Effect Without Spacing
Robbins, Donald; Wise, Phillip S. – Journal of Experimental Psychology, 1972
Article deals with an encoding variability view of retention. (Authors)
Descriptors: Associative Learning, Cognitive Processes, Data Analysis, Error Patterns
Norms of Descriptive Adjective Responses to Common Nouns.
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Robbins, Janet L. – 1973
This paper gives the results of a controlled experiment on word association. The purpose was to establish norms of commonality of primary descriptive adjective responses to common nouns. The stimuli consisted of 203 common nouns selected from 10 everyday topics of conversation, approximately 20 from each topic. There were 350 subjects, 50% male,…
Descriptors: Adjectives, Association Measures, Association (Psychology), Associative Learning
Word Associations for Selected Form Classes of Children Varying in Age and Intelligence.
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Williams, Charlotte L.; Tillman, M. H. – 1968
The effects of age and intelligence levels upon word associations were studied in 96 intellectually retarded, normal, and superior children with IQ's of 65 to 80, 91 to 110, and 117 to 158 respectively. A word association and a word usage task (reliability coefficients of .91 and .98) called for homogeneous responses to six form classes--count…
Descriptors: Abstract Reasoning, Adjectives, Adverbs, Age Differences