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Direct linkSarah H. Solomon; Anna C. Schapiro – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2024
Concepts contain rich structures that support flexible semantic cognition. These structures can be characterized by patterns of feature covariation: Certain features tend to cluster in the same items (e.g., "feathers," "wings," "can fly"). Existing computational models demonstrate how this kind of structure can be…
Descriptors: Concept Formation, Learning Processes, Verbal Stimuli, Visual Stimuli
Candice C. Morey; Angela M. AuBuchon; Meg Attwood; Thomas Castelain; Nelson Cowan; Davide Crepaldi; Emilie Fjerdingstad; Eivor Fredriksen; Chris Jarrold; Chris Koch; Jaroslaw R. Lelonkiewicz; Gary Lupyan; Whitney Mendenhall; David Moreau; Christina Schonberg; Christian K. Tamnes; Haley Vlach; Emily M. Elliott – Journal of Cognition and Development, 2025
Though verbal rehearsal is a frequently endorsed strategy for remembering short lists among adults, there is ambiguity around when children deploy it, and what circumstantial factors encourage them to rehearse. We recoded data from a recent multilab replication of a serial picture memory task in which children were observed for evidence of…
Descriptors: Elementary School Students, Recall (Psychology), Learning Processes, Priming
Meindl, James N.; Ivy, Jonathan W.; Miller, Neal; Neef, Nancy A.; Williamson, Robert L. – Journal of Behavioral Education, 2013
Fluency-based strategies such as Say All Fast a Minute Each Day Shuffled (SAFMEDS) effectively promote fluent responding (i.e., high rate and accuracy). It is possible, however, that the stimulus control developed through these activities inhibits stimulus generalization. We investigated this concern in a two-part study with college students.…
Descriptors: Generalization, Instructional Materials, College Students, Verbal Stimuli
Greer, R. Douglas; Longano, Jennifer – Analysis of Verbal Behavior, 2010
Naming appears to be the source of the explosion in language development and involves the integration of the initially separate listener and speaker responses. This integration has a role in the development of reading, writing, and the following and construction of verbal algorithms that make types of complex human behavior possible. Considerable…
Descriptors: Language Acquisition, Identification, Verbal Stimuli, Learning Processes
Askeland, Margit – European Journal of Special Needs Education, 2012
The main purpose of the present study was to examine the long-term effects of a previous quasi-experiment that used inner speech as a tool to promote appropriate strategies in multiplication. Results one year after the intervention were published by Ostad and Askeland. This is a follow-up study. The 50-week intervention program was conducted in…
Descriptors: Foreign Countries, Inner Speech (Subvocal), Intervention, Grade 7
Greer, R. Douglas; Speckman, JeanneMarie – Psychological Record, 2009
We provide an empirically updated Skinnerian-based account of verbal behavior development, describing how the speaker-as-own-listener capability in children (the capability of children to behave as speaker and listener within their own skin) accrues and how it is pivotal to becoming verbal. The theory grew from (a) findings in experiments with…
Descriptors: Behavior Development, Verbal Stimuli, Delayed Speech, Morphemes
Clay, Felix; Bowers, Jeffrey S.; Davis, Colin J.; Hanley, Derek A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2007
Semantic and orthographic learning of new words was investigated with the help of the picture-word interference (PWI) task. In this version of the Stroop task, picture naming is delayed by the simultaneous presentation of a semantically related as opposed to an unrelated distractor word (a specific PWI effect), as well as by an unrelated word…
Descriptors: Semantics, Vocabulary Development, Adults, Verbal Stimuli
Peer reviewedRosner, Sue R.; Lindsley, Diane T. – Journal of Experimental Child Psychology, 1974
The short-term recall of word-triads was tested, comparing retention over three types of intervals within 24 preschoolers. Results suggest that the condition effect in short-term recall did not disrupt the long-term storage of the items. (Author/CS)
Descriptors: Learning Processes, Memory, Preschool Children, Recall (Psychology)
Download full textPuff, C. Richard – 1972
This report describes seven basic experiments designed to further elucidate the nature and function of two types of organization imposed by subjects in a free-recall type of memory task. The experiments involved verbal stimulus materials and employed college students as subjects. The two types of organization investigated were category clustering,…
Descriptors: Cognitive Processes, Concept Formation, Learning Processes, Memory
Ben-Peretz, Miriam; Kupferberg, Irit – Teachers and Teaching: Theory and Practice, 2007
In this article, we explore an interactive learning process in a digital forum that focused on personal cases drawn from student teachers' classroom experience. To this end, we combined theoretical and methodological frameworks of knowledge-based and discourse-analytic perspectives that enabled us to uncover evidence showing what the students may…
Descriptors: Student Teachers, Instructional Design, Verbal Stimuli, Teacher Education Programs
Goodwin, C. James – Journal of Verbal Learning and Verbal Behavior, 1976
Performance changes during the course of single-trial free recall were investigated in five experiments. (Author/RM)
Descriptors: Cognitive Processes, Learning Processes, Memory, Psycholinguistics
Peer reviewedCushman, Donald R. – Visible Language, 1973
Concludes that combined audiovisual presentations were significantly superior to either audio or visual presentations of information, thus confirming the validity of the Cue Summation Theory. (RB)
Descriptors: Audiovisual Communications, Aural Learning, Educational Research, Learning Processes
Gilman, David Alan; Moreau, Nancy Ann – AV Commun Rev, 1969
Descriptors: Computer Assisted Instruction, Intelligence, Learning Processes, Program Design
Hupet, Michel; Le Bouedec, Brigitte – Journal of Verbal Learning and Verbal Behavior, 1977
This study tested predictions from Clark and Haviland's formalization of what people do when integrating information. Subjects were presented with simple sentences issued from a set of complex ideas, and asked to reconstruct the complete ideas. Results support predictions based on a recoding strategy formalized by Clark and Haviland. (CHK)
Descriptors: Cognitive Processes, Learning Processes, Memory, Recall (Psychology)
Staats, Arthur W.; Warren, Don R. – Journal of Experimental Psychology, 1974
Food words were considered as conditioned stimuli that elicit an appetitive emotional response. (Editor)
Descriptors: Diagrams, Experimental Psychology, Learning Processes, Motivation
