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| Paired Associate Learning | 5 |
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| Kee, Daniel W. | 7 |
| Nakayama, Susan Y. | 2 |
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| Rohwer, William D., Jr. | 1 |
| Sherwin, Trisha | 1 |
| White, Bradley R. | 1 |
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Peer reviewedKee, Daniel W.; White, Bradley R. – Child Development, 1977
Descriptors: Elementary Education, Memory, Nouns, Paired Associate Learning
Peer reviewedKee, Daniel W.; Rohwer, William D., Jr. – Journal of Experimental Child Psychology, 1974
The effects of aural and pictorial elaborative prompts were estimated separately for response and associative phase components of children's noun-pair learning. Indices of response learning revealed equivalent effects among prompt conditions whereas measures of associative learning demonstrated substantial performance facilitation as a function of…
Descriptors: Auditory Stimuli, Cues, Elementary School Students, Paired Associate Learning
PDF pending restorationKee, Daniel W.; Nakayama, Susan Y. – 1977
The present study was conducted in order to evaluate pictorial elaboration effects in children's incidental paired-associate memory. The design of the experiment consisted of a 2 x 2 x 2 x 5 factorial with (1) grade level (kindergarten vs. second), (2) pictorial presentation (standard vs. elaborated), (3) list (two 14-pair lists of common noun…
Descriptors: Child Language, Children, Cognitive Processes, Language Acquisition
Download full textNakayama, Susan Y.; Kee, Daniel W. – 1977
This study was conducted to determine the generality of the automatic encoding phenomenon. It was hypothesized that elaborative facilitation of paired associate learning would be induced by mere inspection of conjoined referents without instructions to remember. Subjects were 120 kindergarten and 120 second grade children who were tested…
Descriptors: Associative Learning, Elementary School Students, Factor Analysis, Learning Theories
Peer reviewedKee, Daniel W.; Beuhring, Trisha – Journal of Educational Psychology, 1978
Effects of verbal and pictorial elaboration on long-term memory were assessed. Second-graders learned a list of nouns by the paired-associate method, and long-term retention was assessed after seven days. Results indicated that although elaboration facilitates initial acquisition, it neither helps nor hinders long-term retention. (Author/RD)
Descriptors: Bilingual Students, Learning Processes, Memory, Mexican Americans
Kee, Daniel W.; And Others – 1979
Four problems in children's paired-associate memory were addressed: (1) reappraisal of the presumed developmental trend in presentation mode effect during grade-school years, (2) identification of the locus of this developmental effect, (3) evaluation of the influence of combined presentation (verbal plus pictorial) relative to pictorial…
Descriptors: Child Language, Children, Cognitive Development, Cognitive Processes
PDF pending restorationSherwin, Trisha; Kee, Daniel W. – 1978
The present experiment investigated: (1) the effect of pictorial elaboration on low socioeconomic-status Mexican-American children's long term memory for noun pairs; (2) the effects of labeling mode on estimates of paired-associate acquisition and retention; and (3) the interrelationships between paired-associate task performance and school…
Descriptors: Academic Achievement, Bilingual Education, Cognitive Processes, Elementary Education
