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| Paired Associate Learning | 13 |
| Responses | 6 |
| College Students | 5 |
| Learning Processes | 5 |
| Learning Theories | 5 |
| Memory | 5 |
| Higher Education | 4 |
| Recall (Psychology) | 4 |
| Visual Stimuli | 4 |
| Cognitive Processes | 3 |
| Educational Research | 3 |
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| Perceptual and Motor Skills | 13 |
Author
| Wicker, Frank W. | 2 |
| Carrier, Carol | 1 |
| Denison, Joseph W. | 1 |
| Epstein, Michael L. | 1 |
| Fingeret, Allan L. | 1 |
| Gumina, James M. | 1 |
| Johnson, E. G. | 1 |
| Lang, Diana | 1 |
| Lohr, Jeffrey M. | 1 |
| Luepnitz, Roy R. | 1 |
| Lyle, J. G. | 1 |
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| Journal Articles | 3 |
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| Wechsler Intelligence Scale… | 1 |
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Peer reviewedJohnson, E. G.; Lyle, J. G. – Perceptual and Motor Skills, 1973
Concludes that on the Wechsler Intelligence Scale for Children learning of the paired-associates and written speech discriminated between good and poor coders. (RB)
Descriptors: Educational Research, Elementary Education, Evaluation Methods, Paired Associate Learning
Peer reviewedMcCall, James; Rae, Gordon – Perceptual and Motor Skills, 1974
Results showed that visual presentation was superior to auditory which was, in turn, superior to a combined mode of presentation. (RB)
Descriptors: Aural Learning, Educational Research, Higher Education, Learning Processes
Peer reviewedEpstein, Michael L.; Ward, Thomas B. – Perceptual and Motor Skills, 1974
Concludes that recall of a second item of a pair when cued with the first was significantly influenced by both pair relationship and the processing task. (RB)
Descriptors: College Students, Educational Research, Higher Education, Memory
Peer reviewedRossi, Joseph S.; Fingeret, Allan L. – Perceptual and Motor Skills, 1977
Individual differences in verbal ability measured by Verbal Scholastic Aptitude Test score and imagery ability measured by Betts' Questionnaire Upon Mental Imagery and Marks' Vividness of Visual Imagery Questionnaire were determined for 189 college students. (Author)
Descriptors: General Education, Higher Education, Individual Differences, 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 reviewedMueller, Donald J.; Gumina, James M. – Perceptual and Motor Skills, 1972
Descriptors: Associative Learning, Cognitive Processes, Learning Processes, Learning Theories
Peer reviewedWicker, Frank W. – Perceptual and Motor Skills, 1971
Descriptors: Cognitive Processes, College Students, Imagery, Learning Theories
Peer reviewedMorelli, George; Lang, Diana – Perceptual and Motor Skills, 1971
Descriptors: College Students, Females, Imagery, Learning Processes
Peer reviewedPapineau, William; Lohr, Jeffrey M. – Perceptual and Motor Skills, 1981
Recall performance on a paired-associate learning task was investigated as a function of word imagery modality (visual or auditory), presentation mode (visual or auditory), and sex. Analysis showed greater recall of visual imagery words, and the results are consistent with Paivio's (1971) conceptual-peg hypothesis. (Author)
Descriptors: Adults, Auditory Stimuli, College Students, Cues
Peer reviewedWicker, Frank W. – Perceptual and Motor Skills, 1971
Descriptors: Difficulty Level, Memory, Paired Associate Learning, Performance Factors
Peer reviewedDenison, Joseph W. – Perceptual and Motor Skills, 1971
Descriptors: Auditory Perception, Cognitive Processes, Grade 1, Learning Processes
Peer reviewedMavrides, Cynthia M. – Perceptual and Motor Skills, 1971
Descriptors: College Students, Discrimination Learning, Learning Theories, Measurement Instruments
Peer reviewedPurdy, Jesse E.; Luepnitz, Roy R. – Perceptual and Motor Skills, 1982
Sixty-four subjects were presented pictures and later asked to draw them or provide one-word descriptions to test the hypothesis that decreased retention effectiveness occurs because images stored in long-term memory are accessible only through their verbal labels. Recall of pictures was significantly greater than recall of words. (Author/PN)
Descriptors: Adults, Higher Education, Long Term Memory, Paired Associate Learning
