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| Transformational Generative… | 6 |
| Memory | 4 |
| Psycholinguistics | 4 |
| Deep Structure | 3 |
| Linguistic Theory | 3 |
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| Semantics | 3 |
| Language Research | 2 |
| Linguistic Competence | 2 |
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| Journal of Verbal Learning… | 6 |
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| Geer, Sandra E. | 1 |
| Honeck, Richard P. | 1 |
| Kintsch, Walter | 1 |
| Layton, Pamela | 1 |
| Paivio, Allan | 1 |
| Polzella, Donald J. | 1 |
| Rohrman, Nicholas L. | 1 |
| Simpson, Adrian J. | 1 |
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Polzella, Donald J.; Rohrman, Nicholas L. – Journal of Verbal Learning and Verbal Behavior, 1970
The experiments reported here confirmed the findings of earlier researchers that transitive verbs are more difficult to recall than intransitive ones and furthermore established a close relationship between transitive verbs and nouns. Implications for linguistic theory are discussed. (FB)
Descriptors: Association (Psychology), Linguistic Theory, Psycholinguistics, Transformational Generative Grammar
Kintsch, Walter – Journal of Verbal Learning and Verbal Behavior, 1972
Descriptors: Cognitive Processes, Imagery, Language Research, Learning
Honeck, Richard P. – Journal of Verbal Learning and Verbal Behavior, 1971
Research conducted at the University of Wisconsin (Madison) in partial fulfillment of the requirements for the Ph.D. degree. (VM)
Descriptors: Classification, Deep Structure, Linguistic Competence, Linguistic Performance
Geer, Sandra E.; And Others – Journal of Verbal Learning and Verbal Behavior, 1972
Research supported by a Public Health Service Research grant. (VM)
Descriptors: Language Research, Linguistic Competence, Linguistic Performance, Linguistic Theory
Paivio, Allan – Journal of Verbal Learning and Verbal Behavior, 1971
Research supported by grants from the National Research Council of Canada and from the University of Western Ontario Research Fund. (DS)
Descriptors: Deep Structure, English, Form Classes (Languages), Language Instruction
Layton, Pamela; Simpson, Adrian J. – Journal of Verbal Learning and Verbal Behavior, 1975
Subjects read sets of active or passive sentences, and an active or passive question was asked about one. Errors were compared. Results suggest that surface form of a single sentence is retained; surface and deep structures are retained for two, and only deep structures of four and eight sentences. (CHK)
Descriptors: Deep Structure, Memory, Psycholinguistics, Reading Comprehension
