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| Classification | 5 |
| Recall (Psychology) | 5 |
| Verbal Learning | 5 |
| Memory | 3 |
| Cognitive Processes | 2 |
| Association Measures | 1 |
| Cluster Grouping | 1 |
| Cognitive Development | 1 |
| College Students | 1 |
| Discrimination Learning | 1 |
| Early Childhood Education | 1 |
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| Glanzer, Murray | 1 |
| Greitzer, Frank L. | 1 |
| Higgins, E. Tory | 1 |
| Kausler, Donald H. | 1 |
| Koppenaal, Lois | 1 |
| Mandler, Jean M. | 1 |
| Rabinowitz, Mitchell | 1 |
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| Journal Articles | 1 |
| Reports - Research | 1 |
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Peer reviewedKausler, Donald H.; And Others – American Journal of Psychology, 1970
Descriptors: Classification, Discrimination Learning, Learning Processes, Recall (Psychology)
Glanzer, Murray; Koppenaal, Lois – Journal of Verbal Learning and Verbal Behavior, 1977
The effect of a classification, or encoding, task on intentional free recall was examined. Examination of the serial position curves for immediate and free recall shows clear effects assigned to long-term store. Consideration of effects regarding levels of processing gives a parallel account differing only in terminology and emphasis. (CHK)
Descriptors: Association Measures, Classification, Memory, Recall (Psychology)
Greitzer, Frank L. – Journal of Verbal Learning and Verbal Behavior, 1976
In two experiments on free and cued recall, spacing between categorically related items, presentation rate and category size were varied and the effects on recall of items as a function of their serial order were studied. Results suggest subjects organize material during acquisition by retrieving and rehearsing previously studied items. (CHK)
Descriptors: Classification, Cognitive Processes, Memorization, Memory
Peer reviewedRabinowitz, Mitchell; Mandler, Jean M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 1983
Two experiments explored the differential effects of two kinds of organization (taxonomic and schematic) on retrieval of information. (Author/PN)
Descriptors: Classification, Cluster Grouping, College Students, Higher Education
Higgins, E. Tory; And Others – 1975
Naming tasks were used in two studies to test for conceptual organization in young children by comparing the latencies for naming objects in primed vs. non-primed conditions. In the primed condition, a taxonomic category was primed by prior activation of a coordinate member of the same category. In Study 1, 54 kindergarten children were randomly…
Descriptors: Classification, Cognitive Development, Cognitive Processes, Early Childhood Education
