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Bellezza, Francis S.; Elek, Jennifer K. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
Three source-monitoring models were tested using the data of Bellezza, Elek, and Zhang (2016), who presented word pairs with each word in 1 of 4 locations. Given 1 word as a cue, participants had to remember the other word as well as the 2 corresponding locations. Results included (a) locations of the cue and target words were identified equally…
Descriptors: Paired Associate Learning, Models, Cues, Identification
Humphreys, Michael S.; Maguire, Angela M.; McFarlane, Kimberley A.; Burt, Jennifer S.; Bolland, Scott W.; Murray, Krista L.; Dunn, Ryan – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2010
We examined associative and item recognition using the maintenance rehearsal paradigm. Our intent was to control for mnemonic strategies; to produce a low, graded level of learning; and to provide evidence of the role of attention in long-term memory. An advantage for low-frequency words emerged in both associative and item recognition at very low…
Descriptors: Cues, Familiarity, Short Term Memory, Recognition (Psychology)
Levin, Joel R. – Educational Psychologist, 2008
This article focuses on the early research domains investigated by Michael Pressley, along with the integrations and initiatives that were inspired by them. These research domains include verbal and imagery elaboration memory strategies, and developmental aspects of them; interrogative elaboration; pictorial strategies for language and literacy…
Descriptors: Graduate Students, Educational Psychology, Memory, Literacy
Sadalla, Edward K.; Loftness, Stanley – Journal of Experimental Psychology, 1972
Study designed to assess the effectiveness of different types of visual mnemonics on the memory for nouns in a paired-associate learning paradigm. (Authors)
Descriptors: Data Analysis, Emotional Response, Mediation Theory, Memory

Carrier, Carol; And Others – Perceptual and Motor Skills, 1983
The effects of rate repetition, self-generated visualization, and supplied visuals on the memorization of concrete noun-word pairs were investigated using 27 gifted children in grades four to six. The hypothesis that self-generated imagery techniques would be superior to supplied visuals was not supported. (Author/PN)
Descriptors: Academically Gifted, Intermediate Grades, Learning Processes, Memory

Turner, G. – Educational Review, 1983
Seventy-nine first-year and 85 third-year students were tested on the meanings of French words from vocabulary lists. Twenty percent were then taught memory-improvement strategies, 20 percent were taught strategies and given guided practice, and 20 percent learned the lists without aids. The strategies significantly improved the performance of…
Descriptors: French, Memory, Mnemonics, Paired Associate Learning
Corbett, Albert T. – Journal of Verbal Learning and Verbal Behavior, 1977
Retrieval dynamics in recognition memory for paired-associates learned by rote repetition or visual imagery mnemonics are studied with Reed's response signal method. The use of visual imagery resulted in higher asymptotic accuracy as expected, but somewhat slower retrieval dynamics initially. (Author/RM)
Descriptors: Cognitive Processes, Language Processing, Memory, Mnemonics

Negin, 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
Wagner, Martha; Johnson, Janet W. – 1975
This study explored the developmental changes in children's effective utilization of verbal versus pictorial stimuli in forming connections between stimulus and response elements in a paired-associate task. A total of 112 children (56 males and 56 females), half of them 4-year-olds and half 8-year-olds, were tested under eight conditions involving…
Descriptors: Age Differences, Cognitive Development, Cognitive Processes, Early Childhood Education
Reese, Hayne W. – 1970
A skilled cognitive theorist might help behaviorists resolve inconsistencies found from their experimentation with imaginal mnemonics in paired-associate and serial learning tasks. Iconic cognition which relegates verbal processes to short-term storage and output systems is inadequate to explain the verbal coding and elaboration processes…
Descriptors: Age Differences, Children, Cognitive Processes, Conditioning
Griffith, Douglas; Actkinson, Tomme R. – 1978
This study was the first in a series of investigations designed to examine techniques purporting to enhance the effectiveness of human memory. The utility of a simple pegword mnemonic for Army enlisted personnel, representing three levels of general technical ability, was examined. Half of each ability group was instructed in use of a rhyme…
Descriptors: Adults, Cognitive Ability, Cognitive Processes, Enlisted Personnel
Underwood, Benton J. – 1969
This research on factors influencing verbal learning and retention has used new techniques, attacked new problems, and tested new theories while trying to keep the experiments systematic. Studies conducted involved (1) the effect of varying the length of the intertrial interval on the learning and retention of different types of learning tasks;…
Descriptors: Associative Learning, Intervals, Language Usage, Learning Processes