Confirms studies which have shown that rehearsal enhances recall if appropriate cues are related to the materials. (RB)

Forty-two college undergraduates, 28 women and 14 men, were classified as analytic, categorical, or relational according to their responses on the Sigel Cognitive Style Test and were randomly assigned to verbal or pictorial conditions. The subjects were presented a series of slides involving the paired association of 9 three-letter nonsense…

The study is based on the assumption that certain noncognitive factors influence the learning process, and attempts to tentatively isolate what such variables might be. Subjects were 93 students enrolled in a General Psychology course. Each completed the Myers-Briggs Type Indicator, and was then assigned randomly to one of 4 treatment groups: (1)…

Results confirm the observation that college students tend to select the more meaningful of two redundant-cue elements for completion of the associative stage of PA learning. (Authors)

The extant picture-learning research does not address confusing word pairs that are not concrete (e.g., in and into). In this study, university students viewed 11 timed Web pages containing information on confusing word pairs. Each page addressed one word pair and distinguished the words with examples (example group), examples and rules (rule…

Examines whether it is the mediator as a "product" or whether it is the "process" involved in a particular strategy that facilitates learning, concluding that neither view can be rejected. (RB)

It was hypothesized that the use of fading in response items of stimulus-response pairs constructed to simulate learning of a foreign language vocabulary would result in fewer errors than would the use of regular flash cards used in typical trial-and-error fashion. Subjects were college women volunteers randomly assigned to one of two experimental…