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Near-Independent Capacities and Highly Constrained Output Orders in the Simultaneous Free Recall of Auditory-Verbal and Visuo-Spatial Stimuli
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Cortis Mack, Cathleen; Dent, Kevin; Ward, Geoff – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
Three experiments examined the immediate free recall (IFR) of auditory-verbal and visuospatial materials from single-modality and dual-modality lists. In Experiment 1, we presented participants with between 1 and 16 spoken words, with between 1 and 16 visuospatial dot locations, or with between 1 and 16 words "and" dots with synchronized…
Descriptors: Input Output Analysis, Recall (Psychology), Auditory Stimuli, Verbal Stimuli
Problem Solving in Preschoolers Following Rehearsal and Coding Pretraining in Visual and Verbal Modalities.
Gross, Thomas F. – 1978
This study was designed to investigate whether problem solving inefficiency in preschool children is the result of subprocess deficiencies in the children's use of logical rules and to assess the influence of 2 mnemonic components (encoding and rehearsal) on problem solving ability. The study subjects, 108 preschool children, were presented with…
Descriptors: Cognitive Processes, Learning Modalities, Logical Thinking, Memory
Life-Span Differences in Semantic Integration of Pictures and Sentences in Memory.
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Pezdek, Kathy – Child Development, 1980
Examines life-span developmental differences in spontaneous integration of semantically relevant material presented in pictures and sentences. Elementary school students, high school students, and adults were tested. (Author/SS)
Descriptors: Adults, Age Differences, Comprehension, Elementary School Students
The ITPA Visual Sequential Memory Task: An Alternative Interpretation and the Implications for Good and Poor Readers.
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Hicks, Carolyn – British Journal of Educational Psychology, 1980
Four experiments were carried out to examine the different recall strategies employed in a diagnostic test of visual sequential memory. The principal implication of the results is that good and poor readers may not differ with respect to visual memory but in their ability to employ a verbal labeling strategy. (Author/KC)
Descriptors: Comparative Analysis, Educational Psychology, Learning Modalities, Memory