Descriptor
| Age Differences | 3 |
| Cognitive Processes | 3 |
| Mediation Theory | 3 |
| Paired Associate Learning | 3 |
| Elementary School Students | 2 |
| Research | 2 |
| Cognitive Style | 1 |
| Grade 2 | 1 |
| Grade 5 | 1 |
| Imagery | 1 |
| Junior High School Students | 1 |
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Author
| Levin, Joel R. | 3 |
| Pressley, Michael | 1 |
| Pressley, Michale | 1 |
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Peer reviewedPressley, Michale; Levin, Joel R. – Journal of Experimental Child Psychology, 1977
To test the comparative efficacy of a visual imagery associative learning strategy in younger and older children, second and sixth grade children were presented a list of paired associates (concrete nouns) either at a faster or slower rate, under either an instruction to generate an interactive image for the pairs or a no strategy, control…
Descriptors: Age Differences, Cognitive Processes, Elementary School Students, Mediation Theory
Peer reviewedLevin, Joel R.; And Others – Journal of Educational Psychology, 1973
The major finding of the present experiment was that children as young a 7 or 8 (second graders) were able to employ an induced visual-imagery strategy to facilitate paired-associate learning. (Authors)
Descriptors: Age Differences, Cognitive Processes, Grade 2, Grade 5
Peer reviewedPressley, Michael; Levin, Joel R. – Journal of Experimental Child Psychology, 1977
In this study, the self-reported strategies of fifth, seventh, and ninth grade subjects used to learn a list of paired associates were correlated with actual learning performance to test the hypothesis that proficient learners are elaborators. (Author/SB)
Descriptors: Age Differences, Cognitive Processes, Cognitive Style, Elementary School Students
