Purpose of research was to examine the contribution that expectancy to teach could make as a possible incentive for meaningful verbal (school) learning. (Author)

If a series of verbal units is presented for study, and if a unit occurs two or more times in the series, the practice schedule for these multiple occurrences may be massed or distributed. In massed practice (MP) the item occupies adjacent positions; in distributed practice (DP) successive occurences are separated by at least one other unit. The…

Subjects in an independent groups free learning experiment recalled list of low- or high-arousal words, matched for imagery and frequency and exposed randomly for 3 seconds and 9 seconds. Extrapolating neural consolidation theory to previous work on serial position effects led to the predictions that (1) arousal facilitates primacy; (2) arousal…

Fifty-three research studies on feedback timing and verbal learning underwent meta-analysis. Applied studies using actual classroom quizzes and real learning materials found immediate rather than delayed feedback to be more effective; experimental studies of acquisition of test content indicate the opposite. Laboratory studies of list learning…

Concludes that children scoring high in picture arrangement on the Wechsler have significantly poorer problem solving ability than children with low picture arrangement scores. (RB)

Because differences among students in modes of thinking bear directly on teaching methods, the author presented some research that has been done on individual differences in thinking modalities and considered its relevance to teaching. (Author/RK)

Concludes that information retention varies with subjects' reactions to feedback and the kind of immediate practice. (RB)

Previous research has found that spoken rehearsal is superior to silent rehearsal during verbal discrimination learning. The frequency theory posits that verbal discrimination (VD) learning improves as the frequency differential between the correct and incorrect member of each pair increases. Erlebacher, Hill, and Wallace (1967) tested this…

An experiment was conducted to determine if the structure of a stimulus sentence--as evidenced in the recall pattern of the sentence--could be predicted from information contained in the sentence associations it elicited. Sentence associations to 20 simple sentences were collected from a group of subjects. The free recall of the same 20 sentences…

The primary purpose of this research was to investigate the short- and long-term retention effects resulting from training students to organize and to classify information to be acquired. (Author)