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Download full textLovejoy, Marcia A.; Farley, Frank H. – 1971
This experiment tested the hypothesis that paired-associate learning accompanied by high arousal should lead to stronger permanent memory and weaker immediate memory than paired-associate learning accompanied by low arousal. During continuous recording of skin resistance and heart rate as measures of arousal, 32 Ss were given a one-trial,…
Descriptors: Arousal Patterns, Heart Rate, Learning Processes, Memory
Peer reviewedLavach, John F. – Journal of Educational Research, 1973
This study examined the relationship between arousal and short- versus long-term memory of auditorally presented continuous information as would be experienced in a typical classroom lecture environment. (Author/RK)
Descriptors: Arousal Patterns, Data Analysis, Diagrams, Educational Research
Farley, Frank H. – 1969
The relation of arousal to retention in free learning was studied in a 3 x 2 design employing 48 undergraduates as Ss, three list conditions (high arousal, low arousal, mixed list) and two retention intervals (immediate and 3 days). Arousal value of the words was based on earlier studies. Contrary to previous paired-associate studies, no…
Descriptors: Arousal Patterns, Cognitive Processes, Instructional Materials, Intervals
Haveman, Jacqueline E.; Farley, Frank H. – 1969
In three experiments employing 60 Ss, arousal was manipulated by white noise during paired-associate, serial, and free learning in an effort to investigate the relationships of arousal and long-term recall. Previous research suggested that high arousal in the paired-associate paradigm leads to better retention relative to low arousal. The present…
Descriptors: Arousal Patterns, Cognitive Processes, Intervals, Learning Processes
Lavach, John F. – 1971
Previous research has indicated that for discretely (paired associate) as well as continuously (sound-film) presented information, high arousal during acquisition results in poor immediate recall, but is characterized by a strong reminiscence effect. Low arousal learning results in better immediate recall with poor retention. The hypothesis that…
Descriptors: Arousal Patterns, Auditory Perception, Learning Processes, Lifelong Learning
Peer reviewedEysenck, Michael W. – Journal of Research in Personality, 1979
From a review of empirical research, a new theoretical synthesis of anxiety's effect on learning and memory is proposed: anxiety always reduces processing effectiveness, by generating task-irrelevant processing activities, but this will not impair performance efficiency if sufficient compensatory effort is expended. (SJL)
Descriptors: Anxiety, Arousal Patterns, Aspiration, Cognitive Processes
Farley, Frank H. – 1972
The effects of arousal on literal and inferential comprehension of text over short- and long-term retention intervals were studied using 369 elementary school children. Putative arousal manipulations were of two types: expectation and deviations from expectation as established by an advance organizer followed by text that for different…
Descriptors: Arousal Patterns, Behavior Patterns, Educational Research, Elementary Education
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 reviewedKelley, Derek H.; Gorham, Joan – Communication Education, 1988
Investigates the effects of immediacy on cognitive learning in an experimental situation which removed the effects of affect from the measurement of cognitive learning. Finds a positive relationship between immediacy and cognitive learning at the short-term recall level. (MM)
Descriptors: Affective Behavior, Arousal Patterns, Attention, Cognitive Ability
