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Relative Frequency Judgments and Verbal Discrimination Learning
Underwood, Benton J.; Freund, Joel S. – J Exp Psychol, 1970
Descriptors: Discrimination Learning, Learning Theories, Memory, Tests
Conceptual Associations and Verbal-Discrimination Learning
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Underwood, Benton J.; And Others – American Journal of Psychology, 1973
Tests were made of the effects of conceptual associations among words, a type of associative relationship not previously manipulated, on verbal discrimination learning. (Editor)
Descriptors: Concept Formation, Discrimination Learning, Methods, Psychological Studies
Sources of Facilitation in Learning Conceptually Structured Paired Associate Lists
Underwood, Benton J.; And Others – Journal of Experimental Psychology: Human Learning and Memory, 1975
One of the objectives of the present study was to examine the role of conceptual structure in learning when position in the series and stimulus number were not confounded. (Author/RK)
Descriptors: Conceptual Schemes, Experimental Psychology, Learning Processes, Research Methodology
Integration of Discrete Verbal Units in Recognition Memory
Underwood, Benton J.; And Others – Journal of Experimental Psychology: Human Learning and Memory, 1976
Two experiments examined factors underlying false alarms on recognition tests when the elements of the test items were presented alone for study at different points in time, and when the elements were parts of different 2-element units during study. (Editor)
Descriptors: Experimental Psychology, Experiments, Flow Charts, Memory
Retention of Verbal Discrimination Lists as a Function of Number Prior Lists, Word Frequency, and Type of List
Broder, Paul K.; Underwood, Benton J. – Journal of Experimental Psychology, 1973
Results of this experiment show that the lists composed of high-frequency words were more difficult to learn than lists composed of low-frequency words at all stages, but these lists were not differentially forgotten. (Editor)
Descriptors: Experimental Psychology, Memory, Mnemonics, Recall (Psychology)
Learning-to-Learn Verbal-Discrimination Lists
Underwood, Benton J.; And Others – Journal of Verbal Learning and Verbal Behavior, 1972
Descriptors: Discrimination Learning, Learning Theories, Paired Associate Learning, Psycholinguistics
Sources of Facilitation in Learning Conceptually Structured Paired-Associate Lists.
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Underwood, Benton J.; And Others – 1974
The concepts in a hierarchically structured list consisting of 24 number-word pairs were aligned systematically with position and numbers, or with the number stimuli only. Some lists involved an alignment appropriate to only the lowest conceptual level. Other lists were completely unstructured when viewed in terms of either position or number. The…
Descriptors: Association (Psychology), Cognitive Ability, Cognitive Processes, Educational Research
The Effect of the Difficulty of One Task on the Simultaneous Learning of Another Task.
Underwood, Benton J.; Lund, Arnold M. – 1980
In simultaneous learning two verbal lists are interlaced for study, with each tested separately. In the present experiments simultaneous learning was used as a means of determining the conditions under which study time or learning resources might be reallocated between lists. One of the lists was called the standard list and remained constant…
Descriptors: Cognitive Style, Difficulty Level, Paired Associate Learning, Recall (Psychology)
An Evaluation of Measures Used in Studying Temporal Codes for Words within a List
Underwood, Benton J.; Malmi, Robert A. – Journal of Verbal Learning and Verbal Behavior, 1978
Three response measures that have been used in the study of temporal codes for memories were evaluated. Subjects were shown a list of words singly for study, and recency, position, and language judgements were obtained. (SW)
Descriptors: Evaluation Methods, Language Research, Learning Processes, Memory
Factors Involved in the Negative Transfer from Isolated Learning to Simultaneous Learning.
Underwood, Benton J.; Lund, Arnold M. – 1980
Six experiments were intended to characterize more completely a phenomenon found when lists were first learned in isolation and then placed together for simultaneous learning. The subjects learned three lists, each list clearly distinguishable from the other. One of the lists was recalled, another was tested for frequency information, and the…
Descriptors: Cognitive Measurement, Context Clues, Higher Education, Learning Processes