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| Abstract Reasoning | 4 |
| Memory | 4 |
| Prose | 4 |
| Higher Education | 2 |
| Recall (Psychology) | 2 |
| Retention (Psychology) | 2 |
| Advance Organizers | 1 |
| Cognitive Processes | 1 |
| Comprehension | 1 |
| Difficulty Level | 1 |
| Doctoral Dissertations | 1 |
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| Journal of Educational… | 3 |
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Peer reviewedBower, Gordon H. – Journal of Educational Psychology, 1974
Descriptors: Abstract Reasoning, Inhibition, Learning, Memory
Peer reviewedDerry, Sharon J. – Journal of Educational Psychology, 1984
In this study on the interactive effects of advance organizers and reasoning skills, 112 undergraduates read a literature text preceded by either a comparative advance organizer or a placebo introduction. Results suggest that instructional organizers produce neither serious loss nor substantial benefits for many purposes of communication. (BS)
Descriptors: Abstract Reasoning, Advance Organizers, Encoding (Psychology), Higher Education
Peer reviewedJohnson, Ronald E. – Journal of Educational Psychology, 1974
The patterning of recall of linguistic subunits was found to be strongly related to the semantic dimensions of abstractness-concreteness, specificity of denotation, comprehensibility, and interest. (Author/BJG)
Descriptors: Abstract Reasoning, Comprehension, Difficulty Level, Higher Education
Carey, James Otto – 1976
The purpose of this study was threefold: to determine whether adding a mnemonic to systematically designed instruction would improve verbal retention, to establish whether retention is better for concrete or abstract information, and to determine whether mental imagery or verbal elaboration is more effective for learning concrete or abstract…
Descriptors: Abstract Reasoning, Cognitive Processes, Doctoral Dissertations, Educational Research
