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Clément François; Antoni Rodriguez-Fornells; Xim Cerda-Company; Thaïs Agut; Laura Bosch – Child Development, 2025
Little is known about language development after late-to-moderate premature birth, the most significant part of prematurity worldwide. We examined minimal-pair word-learning skills in 18 eighteen-month-old healthy full-term (mean gestational age [GA] at birth = 39.6 weeks; 7 males; 100% Caucasian) and 18 healthy late-to-moderate preterm infants…
Descriptors: Foreign Countries, Language Acquisition, Toddlers, Premature Infants
Matthieu Bignon; Sandrine Mejias; Séverine Casalis – Journal of Educational Psychology, 2024
Visual-verbal paired-associate learning (PAL) is thought to be related to reading acquisition and, more specifically, to word reading skills. To date, the uniqueness and strength of this relationship has remained unclear because most studies have been conducted in opaque orthographies such as English, and few studies have controlled for all of the…
Descriptors: Foreign Countries, Elementary School Students, Grade 1, Grade 2
Yim, Hyungwook; Dennis, Simon J.; Sloutsky, Vladimir M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021
Models of statistical learning do not place constraints on the complexity of the memory structure that is formed during statistical learning, while empirical studies using the statistical learning task have only examined the formation of simple memory structures (e.g., two-way binding). On the contrary, the memory literature, using explicit memory…
Descriptors: Incidental Learning, Barriers, Memory, Difficulty Level
Liu, Catrina; Chung, Kevin Kien Hoa – Early Education and Development, 2022
Research Findings: This study investigated the bidirectional relations among paired associate learning (PAL), language-specific skills and Chinese word reading in kindergarten children from second year (K2) to third year (K3). We tested 204 children on four mapping conditions of PAL (i.e., visual-verbal, verbal-verbal, visual-visual, and…
Descriptors: Kindergarten, Young Children, Foreign Countries, Paired Associate Learning
The Relationship between Paired Associate Learning and Chinese Word Reading in Kindergarten Children
Liu, Catrina; Chung, Kevin Kien Hoa; Wang, Li-Chih; Liu, Duo – Journal of Research in Reading, 2021
Background: Research has shown that paired associate learning (PAL) plays an important role in children's word reading across different languages. However, little is known about the construct of PAL and its relationship with word reading in Chinese children. Methods: A total of 204 second-year kindergarten children from Mainland China were…
Descriptors: Correlation, Paired Associate Learning, Chinese, Reading Skills
Chi, Do Na – English Teaching Forum, 2019
Do Na Chi is a lecturer in the English Language Education program at An Giang University, Vietnam. Teaching English as a foreign language (EFL) at a language center for young adults, Chi wants create interesting activities that can engage students, and sees the learning center as a place for them to practice what they have learned in class. He…
Descriptors: Young Adults, Classroom Techniques, Peer Relationship, Interpersonal Communication
Liu, Catrina; Chung, Kevin Kien Hoa – Reading and Writing: An Interdisciplinary Journal, 2021
This study investigated the construct of paired associate learning (PAL) and its associations with Chinese word writing in kindergarten children. A total of 188 Chinese children (95 boys, mean age = 5.65 years; SD = 0.34) from [Xi'an], Mainland China in the third year of kindergarten participated in this study. Children were assessed on measures…
Descriptors: Foreign Countries, Paired Associate Learning, Kindergarten, Executive Function
Schindler, Julia; Richter, Tobias; Eyßer, Carolin – Frontline Learning Research, 2017
Generating information, compared to reading, improves learning and enhances long-term retention of the learned content. This so-called generation effect has been demonstrated repeatedly for recall and recognition of single words. However, before adopting generating as a learning strategy in educational contexts, conditions moderating the effect…
Descriptors: Psychological Patterns, Undergraduate Students, Foreign Countries, Predictor Variables
Yang, Chunliang; Chew, Siew-Jong; Sun, Bukuan; Shanks, David R. – Journal of Educational Psychology, 2019
Interim testing of studied information, compared with restudying or no treatment, facilitates subsequent learning and retention of new information--"the forward testing effect." Previous research exploring this effect has shown that interim testing of studied information from a given domain enhances subsequent learning and retention of…
Descriptors: Testing, Transfer of Training, Retention (Psychology), Prior Learning
Kwong, Elena; Burns, Matthew K. – School Psychology International, 2016
The current study examined the effectiveness of Incremental Rehearsal (IR) for teaching Chinese character recognition using a single-case experimental design. In addition, a morphological component was added to standard IR procedures (IRM) to take into account the role of morphological awareness in Chinese reading. Three kindergarten students in…
Descriptors: Character Recognition, Chinese, Morphology (Languages), Teaching Methods
Campbell, Karen L.; Trelle, Alexandra; Hasher, Lynn – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2014
Older adults show hyper- (or excessive) binding effects for simultaneously and sequentially presented distraction. Here, we addressed the potential role of hyper-binding in paired-associate learning. Older and younger adults learned a list of word pairs and then received an associative recognition task in which rearranged pairs were formed from…
Descriptors: Age Differences, Paired Associate Learning, Time, Older Adults
Wang, Hua-Chen; Wass, Malin; Castles, Anne – Scientific Studies of Reading, 2017
Paired-associate learning is a dynamic measure of the ability to form new links between two items. This study aimed to investigate whether paired-associate learning ability is associated with success in orthographic learning, and if so, whether it accounts for unique variance beyond phonological decoding ability and orthographic knowledge. A group…
Descriptors: Paired Associate Learning, Orthographic Symbols, Foreign Countries, Grade 3
Schizas, Dimitrios; Katrana, Evagelia; Stamou, George – International Journal of Environmental and Science Education, 2013
In the present study we used the technique of word association tests to assess students' cognitive structures during the learning period. In particular, we tried to investigate what students living near a protected area in Greece (Dadia forest) knew about the phenomenon of decomposition. Decomposition was chosen as a stimulus word because it…
Descriptors: Foreign Countries, Network Analysis, Science Education, Cognitive Structures
Chow, Bonnie Wing-Yin – Reading and Writing: An Interdisciplinary Journal, 2014
Paired associated learning (PAL) is a critical skill for making arbitrary associations among print, pronunciation and meaning in reading development. Extended from past research of PAL, this study investigated whether PAL operated flexibly to linguistic demands of languages, by examining word reading abilities in Chinese-English bilingual…
Descriptors: Foreign Countries, Bilingualism, Bilingual Students, Young Children
Berntsen, Dorthe; Staugaard, Soren Rislov; Sorensen, Louise Maria Torp – Journal of Experimental Psychology: General, 2013
Involuntary episodic memories are memories of events that come to mind spontaneously, that is, with no preceding retrieval attempts. They are common in daily life and observed in a range of clinical disorders in the form of negative, intrusive recollections or flashbacks. However, little is known about their underlying mechanisms. Here we report a…
Descriptors: Foreign Countries, Recall (Psychology), Attention, Information Retrieval