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Peer reviewedGrunau, Ruth V. E. – Journal of Educational Psychology, 1978
The use of an elaborative process by kindergarten children in the performance of verbally presented arithmetic addition problems was investigated. A static rather than dynamic verbally described relation between stimulus sets resulted in more correct responses for two of nine Developmental Level X Prompt Condition groups, supporting the use of…
Descriptors: Addition, Cues, Developmental Stages, Foreign Countries
Peer reviewedHauck, William E.; And Others – Journal of Experimental Education, 1978
The accuracy of the feeling-of-knowing was assessed with regard to recall and recognition under three conditions: advanced or nonadvanced organizers; learned or nonlearned information; and sex differences. Twenty subjects learned pair-associates and were tested for recall and recognition, accompanied by ratings of feeling-of-knowing strength.…
Descriptors: Advance Organizers, Educational Research, Learning Processes, Memory
Peer reviewedHall, Donald M., Hughes, Jan N. – Contemporary Educational Psychology, 1984
A paired-associate memory task with pictures and words as items was used to categorize fourth graders into four learner types (high/low picture x high/low word performance). Poor paired-associate learners profited more than did good paired-associate learners from picture aids on the prose task. (Author/BW)
Descriptors: Aptitude Treatment Interaction, Intermediate Grades, Learning Processes, Memory
Peer reviewedFraas, Louis A. – Journal of Mental Deficiency Research, 1973
Intentional and incidental learning was investigated developmentally and comparatively using a paired associate learning task with 90 educable mentally handicapped or normal, elementary or secondary school Ss. (DB)
Descriptors: Age Differences, Exceptional Child Research, Incidental Learning, Intentional Learning
Giurintano, S. L. – Journal of Experimental Psychology, 1973
The chaining, position, and dual-process hypotheses of serial learning (SL) as well as serial recall, reordering, and relearning of paired-associate learning were examined to establish learning patterns. Results provide evidence for dual-process hypothesis. (DS)
Descriptors: Associative Learning, Educational Psychology, Learning Processes, Learning Theories
McHugh, A.; And Others – Journal of Experimental Psychology, 1973
Research based on author's master thesis and supported by funds from the National Science Foundation. (DS)
Descriptors: Learning Processes, Memory, Paired Associate Learning, Psychological Studies
Peer reviewedHamilton, 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
Peer reviewedMiller, Adam; Ertle, Susan – Journal of General Psychology, 1972
Descriptors: Cognitive Processes, College Students, Comprehension, Generalization
Johnson, G. J. – Psychol Rep, 1970
Descriptors: Adjectives, Cognitive Processes, College Students, Learning Processes
Peer reviewedFriedrichs, Ann G.; And Others – Developmental Psychology, 1971
Descriptors: Cognitive Processes, Concept Formation, Incidental Learning, Learning Processes
Peer reviewedDenison, Joseph W. – Perceptual and Motor Skills, 1971
Descriptors: Auditory Perception, Cognitive Processes, Grade 1, Learning Processes
Peer reviewedMahoney, Gerald J. – Contemporary Educational Psychology, 1979
Children's ability to produce and use natural language mediators on a paired-associate recall task requiring self-generated elaboration was analyzed. Elaborations were recorded and classified according to a semantic-syntactic scheme. Comparisons between grades were made to determine the effectiveness of elaboration categories in facilitating…
Descriptors: Age Differences, Cognitive Development, Elementary Education, Learning Processes
Peer reviewedSkaalvik, Einar M. – Scandinavian Journal of Educational Research, 1977
Focuses on the effect of verbal and pictorial stimuli on paired associate learning. The discussion centers on the traditional finding that learning is easier with pictures than with words as stimuli. Hypothesizes that this effect is caused by differential coding and storing strategies for words and pictures. (Editor/RK)
Descriptors: Charts, Educational Research, Experiments, Hypothesis Testing
Peer reviewedCatherwood, Di; Boylan, Pamela – International Journal of Early Childhood, 1991
Fifty two- to three-year olds performed paired-associate or control tasks with response items that were related or unrelated. Children in the related task performed more slowly than children in the unrelated task. Findings suggest that children in the related task experienced interference in the acquisition or retrieval of paired-associate items.…
Descriptors: Classification, Cognitive Processes, Encoding (Psychology), Foreign Countries
Direct linkMauk, Michael D.; Ohyama, Tatsuya – Learning & Memory, 2004
Like many forms of Pavlovian conditioning, eyelid conditioning displays robust extinction. We used a computer simulation of the cerebellum as a tool to consider the widely accepted view that extinction involves new, inhibitory learning rather than unlearning of acquisition. Previously, this simulation suggested basic mechanistic features of…
Descriptors: Learning Processes, Neurological Impairments, Eye Movements, Behavioral Science Research
