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| Cognitive Processes | 4 |
| Difficulty Level | 4 |
| Comprehension | 3 |
| Abstract Reasoning | 2 |
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| Syntax | 2 |
| Concept Formation | 1 |
| Content Analysis | 1 |
| Experiments | 1 |
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| Journal of Verbal Learning… | 4 |
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| Carpenter, Patricia A. | 1 |
| Eysenck, Michael W. | 1 |
| Klee, Hilary | 1 |
| Miyake, Naomi | 1 |
| Norman, Donald A. | 1 |
| Thorndyke, Perry W. | 1 |
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Thorndyke, Perry W. – Journal of Verbal Learning and Verbal Behavior, 1975
Two experiments tested the Conceptual Dependency Theory, stating that verbs are represented in memory as combinations of actions and relations encoding underlying conceptual structure. Experiment I results supported the conceptual complexity hypothesis, while II rejected complexity for imagery as the predictor of performance. (CHK)
Descriptors: Cognitive Processes, Comprehension, Concept Formation, Difficulty Level
Carpenter, Patricia A. – Journal of Verbal Learning and Verbal Behavior, 1973
Research supported in part by U.S. Public Health Service, National Institute of Mental Health. (DD)
Descriptors: Abstract Reasoning, Cognitive Processes, Comprehension, Difficulty Level
Klee, Hilary; Eysenck, Michael W. – Journal of Verbal Learning and Verbal Behavior, 1973
Descriptors: Abstract Reasoning, Cognitive Processes, Comprehension, Content Analysis
Miyake, Naomi; Norman, Donald A. – Journal of Verbal Learning and Verbal Behavior, 1979
The notion that a prerequisite for asking questions about new topic matter is some appropriate level of knowledge was tested. Learners with two levels of background knowledge using learning material with two levels of difficulty were studied. (SW)
Descriptors: Cognitive Processes, Difficulty Level, Instructional Materials, Knowledge Level
