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Improving Native American Children's Listening Comprehension through Concrete Representations
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Marley, Scott C.; Levin, Joel R.; Glenberg, Arthur M. – Contemporary Educational Psychology, 2007
The primary purpose of the present study was to determine whether recent findings documenting the benefits of text-related motor activity on young children's memory for reading passages [Glenberg, A. M., Gutierrez, T., Levin, J. R., Japuntich, S., & Kaschak, M. (2004). Activity and imagined activity can enhance young readers' reading…
Descriptors: Visual Aids, Toys, Memory, Learning Problems
Modification of Locus Control: Using the RSI Technique in the Schools.
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Stanton, H. E. – Contemporary Educational Psychology, 1982
Definite increases toward internal control were shown in an experimental group which experienced relaxation, suggestion, and imagery (RSI) procedures and a control group which discussed ways of modifying locus of control in a study of Rotter's concept. The experimental group's posttreatment scores on Rotter's internal-external scale were…
Descriptors: Behavior Modification, Locus of Control, Psychoeducational Methods, Relaxation Training
Cerebral Laterality Effects in the Dual Processing of Prose.
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Dean, Raymond S. – Contemporary Educational Psychology, 1984
The degree to which concreteness of prose material presented in an auditory fashion would interact with learners' lateral preference under different right hemispheric presentation conditions was investigated with 96 adults. Subjects recalled a greater number of ideas when the passage was concrete. Abstractness interacted with cerebral dominance.…
Descriptors: Abstract Reasoning, Adults, Auditory Stimuli, Aural Learning
Effects of Two Types of Letter Rehearsal on Word Memory in Skilled and Less Skilled Beginning Readers.
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Roberts, Kathleen T.; Ehri, Linnea C. – Contemporary Educational Psychology, 1983
Skilled and less skilled beginning readers (n=54) were taught to read and define 10 printed pseudowords. Post-tests revealed that experimentals retaining spellings in memory as orthographic images remembered spellings better than controls who received comparable training without the memory component. (PN)
Descriptors: Beginning Reading, Learning Processes, Letters (Alphabet), Memory
Imagery Instructions and Young Children's Prose Learning: No Evidence of "Support".
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Dunham, Trudy C.; Levin, Joel R. – Contemporary Educational Psychology, 1979
Kindergarten and first-grade children listened to a narrative passage under one of five experimental conditions. Prelearning imagery instructions did not facilitate subsequent recall of story information. Similarly intermittently provided pictures did not produce recall gains for unpictured story information, but had a positive effect on recall of…
Descriptors: Cognitive Processes, Educational Strategies, Learning Processes, Pictorial Stimuli
Individual Differences in Children's Abiltiy to Profit from Picture Adjunct Aids.
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Hall, Donald M., Hughes, Jan N. – Contemporary Educational Psychology, 1984
A paired-associate memory task with pictures and words as items was used to categorize fourth graders into four learner types (high/low picture x high/low word performance). Poor paired-associate learners profited more than did good paired-associate learners from picture aids on the prose task. (Author/BW)
Descriptors: Aptitude Treatment Interaction, Intermediate Grades, Learning Processes, Memory
A Comparison of Sentence-Learning Errors in Children of Different Achievement Levels.
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Levin, Joel R.; And Others – Contemporary Educational Psychology, 1978
High and low achievers listened to 20 sentences under imagery or repetition instructions. The next day, learning was assessed by multiple choice items in which correct alternatives were stated in either verbatim or synonym form, and incorrect alternatives contained either familiar or new words. Implications for test construction were discussed.…
Descriptors: Academic Achievement, Elementary Education, Learning Activities, Multiple Choice Tests