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Peer reviewedKee, Daniel W.; White, Bradley R. – Child Development, 1977
Descriptors: Elementary Education, Memory, Nouns, Paired Associate Learning
Peer reviewedBrown, Ann L. – Journal of Experimental Child Psychology, 1975
Describes three experiments which investigated memory for items and order in a progressive elaboration paired-associates task. Subjects were kindergarteners, second and fourth graders. Experiments I and II indicated an age effect on order retention which was overcome through instruction in Experiment III. (JMB)
Descriptors: Age Differences, Elementary Education, Elementary School Students, Kindergarten Children
Loe, David C. – Academic Therapy, 1978
Twenty learning disabled (LD) students (9-12 years) with normal verbal IQs performed better on elaborated paired associate learning tasks than 20 LD Ss (10-12 years) with lower verbal IQs. (CL)
Descriptors: Elementary Education, Exceptional Child Research, Learning Disabilities, Mediation Theory
Peer reviewedZimler, Jerome; Keenan, Janice M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 1983
Three experiments compared congenitally blind and sighted adults and children on paired-associate, free-recall, and imaging tasks presumed to involve visual imagery in memory. In all three, blind subjects' performances were remarkably similar to the sighted. Results challenge previous explanations of performance such as Paivio's (1971). (Author/RD)
Descriptors: Adults, Age Differences, Blindness, Cluster Grouping
Peer reviewedNegin, Gary A. – Reading Improvement, 1978
Presents research findings that support the use of mnemonic devices that improve spelling ability by linking the difficult part of a word to its correct spelling in a memory cue sentence. (RL)
Descriptors: Elementary Education, Elementary School Students, Grade 6, Memory
Peer reviewedAckerman, Brian P.; Emmerich, Helen Jones – Developmental Psychology, 1978
Children in two studies were shown a sequence of pictorial paired associates for study. They were subsequently tested for their recognition memory of these items plus an additional four new items that could be recognized if the child engaged in a reasoning-by-exclusion strategy. (JMB)
Descriptors: Abstract Reasoning, Elementary Education, Elementary School Students, Logical Thinking
Peer reviewedMahoney, Gerald J. – Contemporary Educational Psychology, 1979
Children's ability to produce and use natural language mediators on a paired-associate recall task requiring self-generated elaboration was analyzed. Elaborations were recorded and classified according to a semantic-syntactic scheme. Comparisons between grades were made to determine the effectiveness of elaboration categories in facilitating…
Descriptors: Age Differences, Cognitive Development, Elementary Education, Learning Processes
Download full textLevin, Joel R.; And Others – 1974
The paired-associate learning of 52 fourth graders was related to measures of cognitive ability obtained the previous year. Subjects were administered the paired-associate task under one of three variations: at a comfortable rate with standard instructions; at a comfortable rate with a potentially effective learning strategy (visual imagery); and…
Descriptors: Cognitive Ability, Concept Formation, Elementary Education, Elementary School Students
PDF pending restorationSherwin, Trisha; Kee, Daniel W. – 1978
The present experiment investigated: (1) the effect of pictorial elaboration on low socioeconomic-status Mexican-American children's long term memory for noun pairs; (2) the effects of labeling mode on estimates of paired-associate acquisition and retention; and (3) the interrelationships between paired-associate task performance and school…
Descriptors: Academic Achievement, Bilingual Education, Cognitive Processes, Elementary Education
