Descriptor
| Associative Learning | 3 |
| Flow Charts | 3 |
| Recall (Psychology) | 3 |
| Research Methodology | 3 |
| Experimental Psychology | 2 |
| Tables (Data) | 2 |
| Association (Psychology) | 1 |
| Codification | 1 |
| Experiments | 1 |
| Imagery | 1 |
| Learning Processes | 1 |
| More ▼ | |
Publication Type
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Dean, Jeffrey; Ley, Ronald – Journal of Experimental Psychology: Human Learning and Memory, 1977
This research has three purposes: 1) to determine whether subjects instructed to study silently in a free-recall experiment engage in associative encoding, 2) to test the validity of associative ability as an individual difference variable, 3) to test for an interaction between presentation rate and associative reaction time. (Editor/RK)
Descriptors: Associative Learning, Codification, Experimental Psychology, Flow Charts
Peer reviewedSitton; And Others – American Journal of Psychology, 1978
The hypothesis that either familiarization or the association of items to context produces the crossover effect in whole-part learning was tested. The crossover effect refers to the eventual negative information transfer that occurs at the end of second-list learning. Results were interpreted in terms of a stage model of learning. (Editor/RK)
Descriptors: Association (Psychology), Associative Learning, Flow Charts, Learning Processes
Tatum, B. Charles – Journal of Experimental Psychology: Human Learning and Memory, 1976
Tests two theoretical accounts of imagery on paired-associate learning. These two theories, differentiation theory and mediation theory, have been proposed to account for the finding that stimilus imagery/concreteness is an important variable in paired-associate learning. (Author/RK)
Descriptors: Associative Learning, Experimental Psychology, Experiments, Flow Charts
