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Download full textNaron, Nancy K.; Hall, James W. – 1974
Two conflicting hypotheses were investigated in this study. The first is based on an interference theory of forgetting and assumes that forgetting is largely a function of proactive interference, i.e., a result of interference by previously learned material. The second is based on the improvement of memory due to basic mechanisms that may operate…
Descriptors: Educational Research, Grade 3, Kindergarten Children, Learning Processes
Ellis, Henry C.; And Others – Journal of Experimental Psychology, 1974
Two experiments examined the role of meaningfulness (m), perceptual grouping, and organizational factors in recognition memory of consonant-vowel-consonant (CVC) trigram stimuli. (Editor)
Descriptors: College Students, Data Analysis, Diagrams, Experimental Psychology
Herrmann, D. J.; McLaughlin, John P. – Journal of Experimental Psychology, 1973
Two experiments were conducted and the results of both experiments were viewed as consistent with the hypothesis that episodic information (e.g., word pairs, word grouping) is stored separately from semantic information (categories) in long-term memory. (Editor/RK)
Descriptors: Analysis of Variance, Memorization, Memory, Paired Associate Learning
Bernbach, Harley A. – Journal of Experimental Psychology, 1973
The purpose of the present study was to investigate the nature of the processing of material for recall and recognition as a function of Ss' knowledge of mode of test in order to provide an interpretation of earlier studies. (Author/RK)
Descriptors: Data Analysis, Memory, Paired Associate Learning, Psychological Studies
Peer reviewedSiegel, Jane A.; Siegel, William – Psychological Review, 1972
Absolute judgment may be characterized as a special case of paired-associate learning in which the stimuli and responses are ordered, and responses are assigned to stimuli in serial order. (Authors)
Descriptors: Comparative Analysis, Memory, Paired Associate Learning, Performance Factors
Groninger, Lowell D.; And Others – Journal of Experimental Psychology, 1972
Purpose of the study was to investigate further the nature of an imagery dimension as it relates to the storage of individual, object-referent words. (Authors)
Descriptors: Acoustic Phonetics, Discrimination Learning, Imagery, Information Storage
Peer reviewedAnd Others; Hoving, Kenneth L. – Developmental Psychology, 1972
Aim of this experiment was to determine whether the increased retention of early learned behavior in animals might also be operable in children. (Authors/MB)
Descriptors: Data Analysis, Elementary School Students, Learning Theories, Memory
Kintsch, Walter – Journal of Verbal Learning and Verbal Behavior, 1972
Descriptors: Cognitive Processes, Imagery, Language Research, Learning
Peer reviewedChenoweth, Edgar A.; Wilcove, Gerry L. – Psychological Reports, 1971
Descriptors: Cognitive Processes, Individual Differences, Learning Processes, Learning Theories
Peer reviewedBlake, Denise; Mitchell, M. J. – Psychological Reports, 1970
Descriptors: Error Patterns, Experiments, Hypothesis Testing, Learning Processes
Peer reviewedJacobus, Kenneth A.; Love, Craig T. – Journal of Psychology, 1971
Descriptors: Cognitive Processes, College Students, Error Patterns, Inhibition
Runquist, Willard N. – J Exp Psychol, 1970
Descriptors: Acoustic Phonetics, Articulation (Speech), Codification, Memory
Delin, P. S. – J Gen Psychol, 1969
Descriptors: Experiments, Learning Theories, Memory, Paired Associate Learning
Peer reviewedCarrier, 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
Peer reviewedTurner, 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
