The importance of the role of meaningfulness as a learning variable is discussed. (DEP)

The purpose of this study was to further investigate performance differences between reflective and impulsive subjects on a recognition memory task. Other researchers have proposed that these differences are based on visual analysis and that they are relatively independent of verbal processes. To test this contention, a sentence recognition task…

Discusses the keyword method, which divided vocabulary learning into two stages: (1) the subject associates the spoken foreign word with the keyword, and association that is formed quickly because of the acoustic similarity between the words, and, (2) the subject forms a mental image of the keyword "interacting" with the English translation.…

Two experiments tested what happens to learning performance as serial location of a word list is removed as a consistent source of associations across trials. Serial recall produced a stable level of performance and little learning. Serial recall learning may require certain memory factors in combination. (CHK)

Four presentations in two recall conditions (immediate and one-week delay) were used to investigate the combined effects of imagery and semantic organizational strategies on the free recall of 80 college undergraduates. Both imaginal and semantic organization were comparably manipulated presenting each response noun simultaneously with an imagery…

FOUR EXPERIMENTS WERE CONDUCTED TO STUDY EFFECTS OF VERBAL CUES ON LEARNING RETENTION AND TRANSFER. CUES INCLUDED RULES AND ANSWERS PROVIDED BEFORE RESPONDING AND RULES AND ANSWERS PROVIDED AS FEEDBACK. THE FIRST EXPERIMENT INVOLVED SECONDARY SCHOOL STUDENTS WHO USED RULE AND ANSWER PROMPTS. THE SECOND EXPERIMENT CONSIDERED PROMPTS AND FEEDBACK.…

The purpose of this study was to investigate both the relationship between verbalization and shift-learning and the possible prepotent stimulus dimensions of the eighty-four 7-year-olds used as subjects. Four pairs of two-dimensional stimuli were presented to the children, for the discrimination learning task, in the following order: large black,…

In planning educational research, recognition needs to be made of five domains of learning: (1) motor skills, (2) verbal information, (3) intellectual skills, (4) cognitive strategies, and (5) attitudes. In being cognizant of these domains, the researcher is able to distinguish the parts of a content area which are subject to different…

The effects of immediate and delayed feedback on perseverance and learning were investigated with a 3 x 3 factorial design. It was hypothesized that delayed feedback would reduce perseverance while immediate feedback would increase it. Subjects were 72 male college students, paid for participation. They read prose sentences and completed cloze…

The relationship between the effects of morphological complexity and associative production frequency was investigated in two experiments on sentence verification. The purpose of the study was to investigate how morphologically derived words are represented in memory. (Author/RM)

In two experiments, undergraduates who completed the last words of sentences they read learned more than subjects who simply read whole sentences. This facilitation was observed even with a list of sentences that were almost always completed with the wrong words. (Author/GDC)

Investigations of the effects of visual imagery and pictorial stimuli on young children's oral prose learning indicated: (1) age differences affect the ability to profit from self-generated imagery; (2) experimenter-provided cues help to generate imagery; and (3) the type of cue provided relates to the kind of information recalled. (Author/GDC)

The probability of recognizing a member of a word pair tested with the pair intact was shown to equal the probability of recognizing a single word plus the probability of recalling an unrecognized word. (Author/NCR)

Three experiments were performed with young and aged female volunteers (mean ages approximately 25 and 70 years respectively) to evaluate coding ability with ordered and free recall tasks. (BD)

Note taking and verbalization are considered as instrumental student activities which influence the relationship between the learning task and the learning outcomes. Alternative theoretical explanations for the effects of note taking and verbalization are discussed, and a structure for future research on these topics is provided. (Author)