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Arousal Patterns | 8 |
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Paired Associate Learning | 8 |
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Farley, Frank H. | 4 |
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Lovejoy, Marcia A. | 1 |
Osborne, John W. | 1 |
Schmeck, Ronald R | 1 |
Spofford, Mark | 1 |
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Lovejoy, Marcia A.; Farley, Frank H. – 1971
This experiment tested the hypothesis that paired-associate learning accompanied by high arousal should lead to stronger permanent memory and weaker immediate memory than paired-associate learning accompanied by low arousal. During continuous recording of skin resistance and heart rate as measures of arousal, 32 Ss were given a one-trial,…
Descriptors: Arousal Patterns, Heart Rate, Learning Processes, Memory
Farley, Frank H. – 1969
The relation of arousal to retention in free learning was studied in a 3 x 2 design employing 48 undergraduates as Ss, three list conditions (high arousal, low arousal, mixed list) and two retention intervals (immediate and 3 days). Arousal value of the words was based on earlier studies. Contrary to previous paired-associate studies, no…
Descriptors: Arousal Patterns, Cognitive Processes, Instructional Materials, Intervals
Haveman, Jacqueline E.; Farley, Frank H. – 1969
In three experiments employing 60 Ss, arousal was manipulated by white noise during paired-associate, serial, and free learning in an effort to investigate the relationships of arousal and long-term recall. Previous research suggested that high arousal in the paired-associate paradigm leads to better retention relative to low arousal. The present…
Descriptors: Arousal Patterns, Cognitive Processes, Intervals, Learning Processes
Kumar, V.K.; Farley, Frank H. – 1975
This study examined the effects on long-term retention of variations in intensity and of temporal parameters of arousal following a single learning trial in a paired-associate task. The subjects were 56 female university students. Intensity of arousal was manipulated by using two levels of white noise--75 decibels and 90 decibels sound pressure…
Descriptors: Arousal Patterns, Females, Higher Education, Learning Processes
Lavach, John F. – 1971
Previous research has indicated that for discretely (paired associate) as well as continuously (sound-film) presented information, high arousal during acquisition results in poor immediate recall, but is characterized by a strong reminiscence effect. Low arousal learning results in better immediate recall with poor retention. The hypothesis that…
Descriptors: Arousal Patterns, Auditory Perception, Learning Processes, Lifelong Learning
Osborne, John W. – Journal of Experimental Psychology, 1972
Results support the importance of the passage of time during learning as the crucial factor affecting high-arousal recall. (Author/MB)
Descriptors: Arousal Patterns, Data Analysis, Learning Processes, Paired Associate Learning

Schmeck, Ronald R; Spofford, Mark – Contemporary Educational Psychology, 1982
An investigation was undertaken to determine whether highly aroused (e.g. highly anxious) students are handicapped with regard to their ability to learn through deep processing and elaboration. The hypothesis that well-developed deep and elaborative habits of thought might counteract the disruptive effects that excessive arousal has upon students…
Descriptors: Arousal Patterns, Attention, Cognitive Style, Higher Education

Hamilton, P.; And Others – British Journal of Psychology, 1972
Two experiments were performed to investigate the effects of noise-induced arousal on immediate recall of visually presented paired-associate adjectives. (Authors)
Descriptors: Arousal Patterns, Environmental Influences, Information Processing, Inhibition