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Sylwester, Robert – Educational Horizons, 1986
The author describes the initial research barriers neuroscientists faced and finally overcame, then summarizes what they discovered about the organization and development of learning/memory mechanisms. Finally, he suggests how the education profession should respond to these research developments. (CT)
Descriptors: Learning Processes, Memory, Neurological Organization, Research Projects

Koh, Soon D.; And Others – Journal of Consulting and Clinical Psychology, 1974
The structural features extracted for the schizophrenics, nonschizophrenic psychiatric patients, and normals were very similar to each other. A group difference was found in the subject's sorting strategy, but its effect on the main findings was judged to be minimal. (Author)
Descriptors: Learning Processes, Memory, Performance Criteria, Research Projects

Reid, J. C.; Seibert, Warren F. – 1974
The analysis of previously obtained data concerning short-term visual memory and cognition by a method suggested by Tucker is proposed. Although interesting individual differences undoubtedly exist in people's ability and capacity to process short-term visual information, studies have not generally examined these differences. In fact, conventional…
Descriptors: Learning, Learning Processes, Memory, Performance Criteria
Arenberg, David – 1976
Recent publications of longitudinal and sequential analyses of psychometric data have been cited as evidence for "the myth of intellectual decline" with age. This term "myth" has been interpreted by many gerontologists to mean that intellectual functioning does not decline even late in life (except shortly before death). Furthermore, this…
Descriptors: Adult Learning, Age, Cognitive Processes, Gerontology

Eysenck, Michael W. – Journal of Gerontology, 1975
Subjects (n=24), 12 of whom were in the age range of 18-30 years and 12 of whom were between 55-65 years, performed two semantic memory tasks. Results suggested that subjects in the older group may have retrieved information faster than the young subjects, but that they required longer to decide upon a response. (Author)
Descriptors: Age Differences, Cognitive Processes, Discriminant Analysis, Learning Processes
Egeland, Byron; Thibodeau, Anne – 1974
The present investigation looked at selective attention in impulsive and reflective children using a central/incidental task similar to that used by Hagen, 1967. In order to examine developmental change in selective attention, children at kindergarten, second, and fifth grades were tested. The central recall task involved presenting the child with…
Descriptors: Affective Behavior, Attention, Children, Conceptual Tempo
Anderson, Lorin W. – 1975
The purpose of the study was to investigate the magnitude of individual differences in time-to-criterion and the stability of these differences. Time-to-criterion was defined in two ways: the amount of elapsed time required to attain the criterion level and the amount of on-task time required to attain the criterion level. Ninety students were…
Descriptors: Individual Differences, Instructional Design, Junior High School Students, Learning Processes

Witte, Kenneth L.; Freund, Joel S. – Journal of Gerontology, 1976
Investigated the learning of young and old adults as related to two variables, stimulus concreteness (low vs. high) and presentation method (recall vs. multiple choice vs. associate matching). Main findings were: (a) the elderly did not perform as well as young adults, (b) for both groups, performance was better for the pairs with concrete…
Descriptors: Association Measures, Learning Processes, Memory, Multiple Choice Tests
Underwood, Benton J.; Malmi, Robert A. – 1977
Several different issues in the temporal coding of words were subjected to experimental analysis. Two experiments evaluated three response measures (recency judgments, position judgments, lag judgments) used to index temporal coding. Lag judgments were found to be of little use; subjects could make valid position and recency judgments without…
Descriptors: Adults, Cues, Experimental Psychology, Learning Processes
Sola, Janet; Phye, Gary D. – 1975
Forty reflective and 40 impulsive children were assigned to one of four treatment conditions. The learning task employed a list of 25 familiar objects, five instances from each of five categories. The four treatments were Randomized-No Instructions, Randomized-Instructed, Blocked-No Instructions, and Blocked-Instructed. Results support earlier…
Descriptors: Behavior, Children, Conceptual Tempo, Elementary School Students
Masson, Michael E. J. – 1978
A battery of memory tests was administered to 243 male university students. Factor analysis with oblique rotation of factors revealed five factors: (1) associative memory (particularly important in paired-associate tests), (2) short-term visual memory (the ability to derive information from briefly presented visual displays), (3) meaningful memory…
Descriptors: Associative Learning, Cluster Analysis, Cognitive Processes, Factor Analysis
Levin, 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
Labouvie-Vief, Gisela; Levin, Joel R. – 1974
This paper reports an attempt to replicate previously published findings on the interrelationship between free-recall performance and selected cognitive abilities. In Experiment I, 300 7th and 12th graders responded to a battery of eight intelligence and memory tests and were then randomly assigned to one of three pre-learning instructional…
Descriptors: Ability, Cognitive Ability, Comparative Analysis, Learning Processes
Boutwell, Richard C. – 1972
The intent of this study was to determine the relationship of the independent variables of task difficulty and memory support for high and low anxious subjects on certain dependent variables: correct task performances, measured anxiety level, and self-estimated competency rating. A further purpose was to investigate the relationship of obtained…
Descriptors: Anxiety, College Students, Feedback, Individual Characteristics
Thomas, Gary S. – 1975
Subjects were 96 college students who were assigned to eight experimental groups. Five groups took notes during or after listening to segments of a 16-minute tape-recorded lecture. Note-takers reviewed their notes during a 10-minute review session provided all subjects immediately prior to a 20-minute free recall test given 48 hours after lecture…
Descriptors: Cognitive Processes, College Students, Educational Research, Learning Processes
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