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Transfer of Implicit Associative Responses Between Free-Recall Learning and Verbal Discrimination Learning Tasks
Cole, Lawrence E.; Kanak, N. Jack – Journal of Experimental Psychology, 1972
Descriptors: Associative Learning, Discrimination Learning, Recall (Psychology), Responses
Toward an Explantation of the Syntagmatic-Paradigmatic Shift
Peer reviewed Peer reviewed
Francis, Hazel – Child Development, 1972
Research was designed to explore the basis of children's associations in matching and directed association tasks. (Author)
Descriptors: Association (Psychology), Associative Learning, Cognitive Processes, Elementary School Students
A Sensory-Motor Context Affecting Performance in a Conservation Task: A Closer Analogue of Reversibility Than Empirical Return
Peer reviewed Peer reviewed
Schnall, Melvyn; And Others – Child Development, 1972
Study compares the effects of different conditions which imply reversibility on children's judgments of conservation of quantity. (Authors)
Descriptors: Comparative Analysis, Conservation (Concept), Kindergarten Children, Perceptual Motor Coordination
Optional Shift Behavior as a Function of Dimensional Preference and Relative Cue Similarity
Peer reviewed Peer reviewed
Smiley, Sandra S. – Journal of Experimental Child Psychology, 1972
Major finding of this study is that relative cue similarity can be used as a definition of dimensional dominance and that it predicts both initial learning and shift behavior for normal first- and third-grade children. (Author)
Descriptors: Age Differences, Cues, Dimensional Preference, Grade 1
Elaboration Structure and List Length Effects on Verbal Elaboration Phenomena
Peer reviewed Peer reviewed
Thurlow, Martha L.; Turnure, James E. – Journal of Experimental Child Psychology, 1972
Study investigated the effects of task difficulty on the paired-associate learning of retardates when extended elaboration conditions are employed. (Authors)
Descriptors: Difficulty Level, Mild Mental Retardation, Paired Associate Learning, Recall (Psychology)