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Rickard, Nikki S.; Vasquez, Jorge T.; Murphy, Fintan; Gill, Anneliese; Toukhsati, Samia R. – Australian Journal of Music Education, 2010
Previous research has demonstrated a benefit of music training on a number of cognitive functions including verbal memory performance. The impact of school-based music programs on memory processes is however relatively unknown. The current study explored the effect of increasing frequency and intensity of classroom-based instrumental training…
Descriptors: Verbal Learning, Program Effectiveness, Memory, Memorization
Spilkin, Amy M.; Ballantyne, Angela O.; Trauner, Doris A. – Neuropsychologia, 2009
Visual and verbal learning in a genetic metabolic disorder (cystinosis) were examined in the following three studies. The goal of Study I was to provide a normative database and establish the reliability and validity of a new test of visual learning and memory (Visual Learning and Memory Test; VLMT) that was modeled after a widely used test of…
Descriptors: Visual Stimuli, Visual Learning, Verbal Learning, Genetics
Wheeler, Andrew J.; Sulzer-Azaroff, Beth – 1972
The present study assessed the effects of a distinct visual stimulus (a light) associated with each component of a four-component chain of nonsense syllables. When these added lights were used to train the chains of nonsense syllables, speed of acquisition was unaffected, but errors were reduced, loss of previously acquired responses was reduced,…
Descriptors: Children, Responses, Serial Learning, Verbal Learning
Salzinger, Suzanne; And Others – Develop Psychol, 1970
Descriptors: Discrimination Learning, Perceptual Development, Verbal Learning, Visual Stimuli

Whitehurst, Grover J. – Journal of Experimental Child Psychology, 1971
Descriptors: Preschool Children, Reinforcement, Responses, Structural Analysis
Ruch, Michael D.; Levin, Joel R. – AV Communication Review, 1977
Partial pictures facilitated performance when presented with verbal information, but not when presented with the test questions. Sentence repetition facilitated performance only on questions presumed to reflect relatively shallow information processing. (Author/STS)
Descriptors: Elementary Education, Information Processing, Redundancy, Verbal Learning
Houston-Price, Carmel; Plunkett, Kim; Duffy, Hester – Journal of Experimental Child Psychology, 2006
This article explores young infants' ability to learn new words in situations providing tightly controlled social and salience cues to their reference. Four experiments investigated whether, given two potential referents, 15-month-olds would attach novel labels to (a) an image toward which a digital recording of a face turned and gazed, (b) a…
Descriptors: Child Psychology, Infants, Visual Stimuli, Cues
Wolff, Peter – 1971
Recent theories of verbal memory have hypothesized that memory for a stimulus is not represented by a unitary memory trace, but rather by a coding on several attributes of the event. The present experiment tested the differential forgetting hypothesis in a unique way. Words were presented either visually (V) or auditorally (A) in a continuous…
Descriptors: Auditory Perception, Cognitive Processes, Memorization, Memory

Peng, Samuel S.; Farr, S. David – Multivariate Behavioral Research, 1976
Fifth grade students completed ten trials of recalling familiar nouns plus two summary trials. Alpha factor analysis indicated that the measurement procedures may be conceived of as derived from a single domain and the use of a summary trial was a simple way to increase the generalizability of a particular measurement procedure. (Author/DEP)
Descriptors: Grade 5, Individual Differences, Measurement, Memory
Bond, Charles F., Jr. – 1979
Social facilitation as a self-presentational display, and social performance impairment attributable to perceived public failure, are examined in a study of context effects in verbal learning. Female undergraduates (N=72) served as subjects with one male who served as an "audience." Performance data indicate that, consistent with the present…
Descriptors: Difficulty Level, Failure, Females, Learning
Ramsay, James G. – 1968
This reports the effects of the number of relevant stimulus dimensions and figural versus verbal stimuli on the concept learning ability of college students. Results force a consideration of mediational variables in explaining this form of cognitive learning. A set of verbal materials analogous to a set of dimensionalized figural materials was…
Descriptors: Cognitive Processes, College Students, Concept Formation, Learning Processes

Cohen, David B. – Perceptual and Motor Skills, 1970
Descriptors: College Freshmen, Cues, Learning Processes, Motivation
Duncan, Charlotte; Hartley, James – Programmed Learning Educ Technol, 1969
Descriptors: College Instruction, Recall (Psychology), Research, Responses
Walsh, Michael F.; Schwartz, Marian – Journal of Verbal Learning and Verbal Behavior, 1977
The guessing-bias and proactive interference hypotheses of the Ranschburg Effect were investigated by giving three groups different instructions as to guessing during recall. Results failed to support the prediction that the effect should be reduced or eliminated on shift trials. Neither hypothesis received significant support. (CHK)
Descriptors: Guessing (Tests), Hypothesis Testing, Memory, Recall (Psychology)

Hoving, Kenneth L.; And Others – Journal of Experimental Child Psychology, 1975
This experiment (involving kindergarteners and fourth graders) examined the development of the ability to encode, store, and retrieve verbally-or visually-presented material when the modality of the test stimulus was varied. (JMB)
Descriptors: Auditory Stimuli, Elementary Education, Elementary School Students, Kindergarten Children