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Lisa A. Dieker; Rebecca Hines; Ilene Wilkins; Charles Hughes; Karyn Hawkins Scott; Shaunn Smith; Kathleen Ingraham; Kamran Ali; Tiffanie Zaugg; Sachin Shah – Journal of Special Education Preparation, 2024
The options for Artificial intelligence (AI) tools used in teacher education are increasing daily, but more is only sometimes better for teachers working in already complex classroom settings. This team discusses the increase of AI in schools and provides an example from administrators, teacher educators, and computer scientists of an AI virtual…
Descriptors: Artificial Intelligence, Elementary Schools, Preservice Teachers, Preservice Teacher Education
Noltemeyer, Amity; Petrasek, Michael; Stine, Karen; Palmer, Katelyn; Meehan, Cricket; Jordan, Emily – Journal of Applied School Psychology, 2018
With the increasing use of Positive Behavioral Interventions and Supports (PBIS) nationally, several states have developed systems to recognize exemplar schools that are implementing PBIS with fidelity. These systems serve the dual purpose of identifying model PBIS schools for other schools to emulate while also reinforcing schools' effective PBIS…
Descriptors: Positive Behavior Supports, Models, Program Implementation, State Departments of Education
Malmberg, Kenneth J.; Annis, Jeffrey – Journal of Experimental Psychology: General, 2012
Many models of recognition are derived from models originally applied to perception tasks, which assume that decisions from trial to trial are independent. While the independence assumption is violated for many perception tasks, we present the results of several experiments intended to relate memory and perception by exploring sequential…
Descriptors: Recognition (Psychology), Models, Memory, Perception
Annis, Jeffrey; Malmberg, Kenneth J.; Criss, Amy H.; Shiffrin, Richard M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
Recognition memory accuracy is harmed by prior testing (a.k.a., output interference [OI]; Tulving & Arbuckle, 1966). In several experiments, we interpolated various tasks between recognition test trials. The stimuli and the tasks were more similar (lexical decision [LD] of words and nonwords) or less similar (gender identification of male and…
Descriptors: Recognition (Psychology), Memory, Accuracy, Interference (Learning)
Lehman, Melissa; Malmberg, Kenneth J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2009
Forgetting is frustrating, usually because it is unintended. Other times, one may purposely attempt to forget an event. A global theory of recognition and free recall that explains both types of forgetting and remembering from multiple list experiments is presented. The critical assumption of the model is that both intentional and unintentional…
Descriptors: Memory, Recognition (Psychology), Recall (Psychology), Models
Delaney, Peter F.; Verkoeijen, Peter P. J. L. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2009
Using 5 experiments, the authors explored the dependency of spacing effects on rehearsal patterns. Encouraging rehearsal borrowing produced opposing effects on mixed lists (containing both spaced and massed repetitions) and pure lists (containing only one or the other), magnifying spacing effects on mixed lists but diminishing spacing effects on…
Descriptors: Recall (Psychology), Experiments, Recognition (Psychology), Experimental Psychology