Descriptor
| Learning Theories | 4 |
| Sentences | 4 |
| Verbal Learning | 4 |
| Memory | 3 |
| Higher Education | 2 |
| Learning Processes | 2 |
| Associative Learning | 1 |
| Cloze Procedure | 1 |
| Cluster Grouping | 1 |
| Cognitive Processes | 1 |
| College Students | 1 |
| More ▼ | |
Source
| Journal of Educational… | 1 |
| Journal of Experimental… | 1 |
| Journal of Verbal Learning… | 1 |
| Psychological Reports | 1 |
Author
| Anderson, Richard C. | 1 |
| Andre, Thomas | 1 |
| Foss, Donald J. | 1 |
| Harwood, David A. | 1 |
| Kane, Janet Hidde | 1 |
| Moeser, Shannon Dawn | 1 |
| kulhavy, Raymond W. | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
Audience
Location
| Canada | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Foss, Donald J.; Harwood, David A. – Journal of Verbal Learning and Verbal Behavior, 1975
This paper evaluates associative theories of sentence memory, based on the model of J.R. Anderson and G.H. Bower. A model of Human Associative Memory (HAM) is generalized and defined, and alternative models incorporating configural information are presented. (CK)
Descriptors: Associative Learning, Cognitive Processes, Learning Theories, Memorization
Peer reviewedAndre, Thomas; kulhavy, Raymond W. – Psychological Reports, 1971
Descriptors: Cluster Grouping, College Students, Comprehension, Learning Processes
Peer reviewedKane, Janet Hidde; Anderson, Richard C. – Journal of Educational Psychology, 1978
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)
Descriptors: Cloze Procedure, Higher Education, Language Processing, Learning Activities
Moeser, Shannon Dawn – Journal of Experimental Psychology: Human Learning and Memory, 1979
The fan effect (the difficulty in retrieving any one fact after learning many about a concept) occurs only when the facts with repeated concepts are stored as independent episodes. It tells us nothing about the code formed by a pattern of interconnected concepts. (Author/CP)
Descriptors: Concept Formation, Difficulty Level, Foreign Countries, Higher Education
