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Item Identification Following Varying Presentations of Pairs on a Heterogeneous Multiple-Item Recognition Learning Task
Kausler, Donald H.; And Others – Journal of Experimental Psychology: Human Learning and Memory, 1978
Sets of pairs for a multiple-item recognition (verbal discrimination) learning task varied in their number of presentations during a single extended study trial. The test phase required old-new and right-wrong (functional) identifications of individual items. Results suggest that recognition of prior wrong items are mediated by frequency cues…
Descriptors: Cues, Experimental Psychology, Illustrations, Learning Processes
Strategies in Learning Redundant Relevant Cues in Concept Identification
Clement, Marc A.; Anderson, Daniel R. – Journal of Experimental Psychology: Human Learning and Memory, 1975
In two experiments adult subjects were given a redundant relevant cues concept identification problem. (Editor)
Descriptors: Concept Formation, Cues, Experimental Psychology, Learning Processes
Item Identification Following Varying Study Trials on a Multiple-Item Recognition Learning Task
Kausler, Donald H.; Yadrick, Robert M. – Journal of Experimental Psychology: Human Learning and Memory, 1977
Individual items were tested for old-new and right-wrong identifications following one, two, or four study trials on a multiple-item recognition learning task. The pattern found for functional identifications suggests that frequency cues may be supplemented by other kinds of cues that enhance identifications of items in terms of their prior study…
Descriptors: Cues, Experimental Psychology, Flow Charts, Learning Processes
The Effects of Alphabetic Organization on the Acquisition and Delayed Retention of Semantically Similar Words
Lauer, Patricia A.; And Others – Journal of Experimental Psychology: Human Learning and Memory, 1976
This experiment attempts to maximize orthographic while reducing semantic bases for processing by using lists of words from a single category (girl's first names), presenting the first letter as a cue for each word during both study and recall trials, and blocking together all words with the same first letter. (Author)
Descriptors: Cues, Experimental Psychology, Learning Processes, Letters (Alphabet)
Imagery and Semantic Elaboration in Hypermnesia for Words.
Belmore, Susan M. – Journal of Experimental Psychology: Human Learning and Memory, 1981
Experiments were performed to determine the contribution of imagery and semantic factors to the hypermnesia effect (increases in retention over successive recall attempts). Results showed that hypermnesia accompanies meaningful processing regardless of whether verbal or imagery encoding is emphasized. Semantic elaboration increases reminiscence…
Descriptors: Cues, Higher Education, Imagery, Learning Processes
Multirate Forgetting.
Jones, Gregory V. – Journal of Experimental Psychology: Human Learning and Memory, 1979
A multirate mathematical model is presented to support the hypothesis that different types of information are lost from a memory trace at different rates. The model is validated by two experiments assessing the retention of pictures and of sentences at three different delays by cued recall. (Author/CP)
Descriptors: Cues, Foreign Countries, Higher Education, Learning Processes
Doubts about Depth.
Nelson, Douglas L.; And Others – Journal of Experimental Psychology: Human Learning and Memory, 1979
These experiments focus upon two assumptions of the levels of processing formulation: that context provides exclusive control over the qualitative nature of encoding, and that amount recalled is determined both by cue-trace compatibility and by depth. The results cast doubt upon the validity of each assumption. (Author/MH)
Descriptors: Abstract Reasoning, Associative Learning, Cognitive Processes, Context Clues