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Pereverseff, Rosemary S.; Bodner, Glen E. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
Based on the classic distinction between semantic and episodic memory, people answer general-knowledge questions by querying their semantic memory. And yet, an appeal of trivia games is the variety of memory experiences they arouse--including the recollection of episodic details. We report the first in-depth exploration of the memory states that…
Descriptors: Recall (Psychology), Knowledge Level, Familiarity, Memory
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Tan, Yuen Sze Michelle; Amiel, Joshua Johnstone – Professional Development in Education, 2022
Little is known about the integration of current neuroscience knowledge to classroom teaching, although many teachers rely on neuromyths to shape their pedagogies. Through a professional development approach, the learning study, we explored how teachers learned to apply neuroscience to teaching instruction. The teachers collaborated to design,…
Descriptors: Neurosciences, Teaching Methods, Faculty Development, Misconceptions
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Nancy Gagné; Leif M. French; Kirsten M. Hummel – Language Teaching Research, 2025
Within the same learning context, learners' outcomes in terms of oral fluency vary greatly. This study tracked the relative contributions that first language (L1) and initial second language (L2) fluency skill and working memory (WM) made to L2 fluency development. We assessed the performance of French-speaking Grade 6 learners' (n = 47, mean age:…
Descriptors: Language Fluency, Short Term Memory, Native Language, Second Language Learning
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Miles, Sarah J.; Minda, John Paul – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2011
Current theories of category learning posit separate verbal and nonverbal learning systems. Past research suggests that the verbal system relies on verbal working memory and executive functioning and learns rule-defined categories; the nonverbal system does not rely on verbal working memory and learns non-rule-defined categories (E. M. Waldron…
Descriptors: Nonverbal Learning, Children, Short Term Memory, Investigations
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Hardt, Oliver; Wang, Szu-Han; Nader, Karim – Learning & Memory, 2009
To this day, it remains unresolved whether experimental amnesia reflects failed memory storage or the inability to retrieve otherwise intact memory. Methodological as well as conceptual reasons prevented deciding between these two alternatives: The absence of recovery from amnesia is typically taken as supporting storage impairment…
Descriptors: Memory, Brain, Foreign Countries, Animals
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Jalbert, Annie; Neath, Ian; Bireta, Tamra J.; Surprenant, Aimee M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2011
The word length effect, the finding that lists of short words are better recalled than lists of long words, has been termed one of the benchmark findings that any theory of immediate memory must account for. Indeed, the effect led directly to the development of working memory and the phonological loop, and it is viewed as the best remaining…
Descriptors: Foreign Countries, College Students, Language Processing, Learning Processes
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Lee, Seong-Soo – Contemporary Educational Psychology, 1979
A set of immediate memory-span tests, concept- and rule-learning tasks, and an IQ test were administered to adolescents. A color-form memory factor and IQ substantially predicted rule-learning proficiency. Effects of memory aids appeared to induce conceptual rules and serve as a base for rehearsing information. (Author/RD)
Descriptors: Cognitive Processes, Concept Formation, Correlation, Factor Structure
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O'Sullivan, Julia T.; Howe, Mark L. – European Journal of Psychology of Education, 1998
Argues that metamemory should be conceptualized as personalized, constructed knowledge consisting of accurate and naive beliefs. Illustrates the advantages of such a conceptualization using data about the development of children's beliefs about long-term retention. Concludes by sketching future directions for research in this area. (DSK)
Descriptors: Childhood Attitudes, Cognitive Psychology, Foreign Countries, Learning Processes
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Martin, Vicky L.; Pressley, Michael – Journal of Educational Psychology, 1991
Potential mechanisms mediating the facilitative effects of elaborative interrogation on associative memory were investigated with Canadian university students reading facts about Canadian provinces. One hundred subjects answered "why" questions about each fact, whereas 10 subjects in the control group did not. Conditions under which…
Descriptors: Association (Psychology), College Students, Comparative Testing, Foreign Countries
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Blake, Joanna; And Others – International Journal of Behavioral Development, 1994
Preschool children were given a memory task that required repeating a list of animal names and a sentence imitation task. Results confirmed a relationship between word span and language imitation in younger preschool children and the notion of a memory constraint on early spontaneous language. Increasing mastery of linguistic rules appeared to…
Descriptors: Age Differences, Cognitive Development, Cognitive Processes, Language Aptitude
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Siegel, Linda S. – International Journal of Behavioral Development, 1994
Examined relationships among working memory, memory span, and reading skills in children and adults. Found that working memory and short-term memory skills develop through adolescence, but working memory skills show declines in adulthood. Age-related declines in memory appear to be related to the task's processing demands, which may affect the…
Descriptors: Adults, Age Differences, Children, Cognitive Development
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Hadwin, Allyson Fiona; Kirby, John R.; Woodhouse, Rosamund A. – Alberta Journal of Educational Research, 1999
A study of 82 Canadian college freshmen investigated working memory, verbal ability, and prior knowledge as predictors of quality of students' lecture notes, lecture summaries, and content recall. Students with higher working memory benefitted more from listening to the lecture than from listening and taking notes. Quality of summaries predicted…
Descriptors: College Freshmen, Foreign Countries, Higher Education, Learning Processes
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Ross, John A.; Maynes, Florence J. – Canadian Journal of Education, 1985
This article reports data on the retention of problem-solving performance after one month, four months, and six months, in three separate studies conducted in school settings involving a variety of grades and subjects. (Author/LMO)
Descriptors: Analysis of Variance, Educational Research, Elementary Secondary Education, Foreign Countries
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Pascual-Leone, Juan; Baillargeon, Raymond – International Journal of Behavioral Development, 1994
Examines subjects' processing in misleading test items. Suggests that the M-power for children, when assessed behaviorally, may increase with age in a discrete manner, and have the potential to generate interval scales of measurement. In addition, suggests that, in light of the results, what statisticians often consider "error of…
Descriptors: Age Differences, Attention, Children, Cognitive Development