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Direct linkHendricks, Michelle A.; Conway, Christopher M.; Kellogg, Ronald T. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
Previous studies have suggested that both automatic and intentional processes contribute to the learning of grammar and fragment knowledge in artificial grammar learning (AGL) tasks. To explore the relative contribution of automatic and intentional processes to knowledge gained in AGL, we utilized dual-task methodology to dissociate automatic and…
Descriptors: Experimental Psychology, Grammar, Cues, Short Term Memory
Download full textLesgold, Alan M.; De Good, Hildrene – 1976
This study is an attempt to partially confirm the hypothesis that first grade children, generally lacking the skills and/or capacities for efficiently organizing their memories for verbally-presented information, benefit from illustrations which provide a simple external memory. The sample consisted of 32 first grade (second semester) children,…
Descriptors: Elementary Education, Grade 1, Illustrations, Learning Processes
