NotesFAQContact Us
Collection
Advanced
Search Tips
Showing 3,181 to 3,195 of 8,070 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Gil, Marta; Symonds, Michelle; Hall, Geoffrey; de Brugada, Isabel – Learning and Motivation, 2011
In three experiments, rats received exposure to a sucrose solution followed by conditioning with a neutral flavor as the conditioned stimulus (CS) and sucrose as the unconditioned stimulus (US). In Experiments 1 and 2, some rats were given both the preexposure and the conditioning phases in a highly familiar context (the homecage), whereas other…
Descriptors: Cues, Context Effect, Conditioning, Sensory Experience
Peer reviewed Peer reviewed
Direct linkDirect link
Liederman, Jacqueline; Gilbert, Kristen; Fisher, Janet McGraw; Mathews, Geetha; Frye, Richard E.; Joshi, Pallavi – Language and Speech, 2011
Perception is a product of the interaction between bottom-up sensory processing and top-down higher order cognitive activity. For example, when the initial phoneme of a word is obliterated and replaced with noise, listeners hear it as intact provided there is semantic context. We modified this phonemic restoration paradigm by masking (not…
Descriptors: Gender Differences, Semantics, Listening, Phonemes
Peer reviewed Peer reviewed
Direct linkDirect link
Swanson, Elizabeth; Edmonds, Meaghan S.; Hairrell, Angela; Vaughn, Sharon; Simmons, Deborah C. – Intervention in School and Clinic, 2011
Upper elementary content-area teachers often face the challenge of how to make content-area text more accessible and learnable for their students. Whereas there exists a range of comprehension strategies that can be applied to informational text, the premium on instructional time leaves teachers in search of a cohesive, efficient, and effective…
Descriptors: Reading Comprehension, Textbooks, Inferences, Social Studies
Peer reviewed Peer reviewed
Direct linkDirect link
Mosek-Eilon, Vered; Hirschberger, Gilad; Kanat-Maymon, Yaniv; Feldman, Ruth – Developmental Psychology, 2013
The transition to parenthood marks an important developmental stage in adult life, associated with unique challenges to the partners' conflict dialogue in the formation of the family unit. Utilizing a biobehavioral experimental design, we examined the potential positive effects of the infant on the couple's conflict discussion. One…
Descriptors: Parents, Infants, Psychological Patterns, Conflict
Peer reviewed Peer reviewed
Direct linkDirect link
Isberner, Maj-Britt; Richter, Tobias; Maier, Johanna; Knuth-Herzig, Katja; Horz, Holger; Schnotz, Wolfgang – Instructional Science: An International Journal of the Learning Sciences, 2013
When reading conflicting science-related texts, readers may attend to cues which allow them to assess plausibility. One such plausibility cue is the use of graphs in the texts, which are regarded as typical of "hard science." The goal of our study was to investigate the effects of the presence of graphs on the perceived plausibility and…
Descriptors: Science Instruction, Cues, College Students, Graphs
Peer reviewed Peer reviewed
Direct linkDirect link
Luo, Yingyi; Yan, Ming; Zhou, Xiaolin – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
Prosodic boundaries can be used to guide syntactic parsing in both spoken and written sentence comprehension, but it is unknown whether the processing of prosodic boundaries affects the processing of upcoming lexical information. In 3 eye-tracking experiments, participants read silently sentences that allow for 2 possible syntactic interpretations…
Descriptors: Sentences, Eye Movements, Silent Reading, Cues
Peer reviewed Peer reviewed
Direct linkDirect link
Hemmer, Pernille; Criss, Amy H. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
The role of experience in memory, specifically the word frequency (WF) mirror effect showing higher hit rates and lower false alarm rates for low-frequency words, is one of the hallmarks of memory. However, this "regularity of memory" is limited because normative WF has been treated as discrete (low vs. high). We evaluate the extent to…
Descriptors: Experience, Memory, Word Frequency, Experimental Psychology
Peer reviewed Peer reviewed
Direct linkDirect link
Parmentier, Fabrice B. R.; Hebrero, Maria – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
It is well established that a task-irrelevant sound (deviant sound) departing from an otherwise repetitive sequence of sounds (standard sounds) elicits an involuntary capture of attention and orienting response toward the deviant stimulus, resulting in the lengthening of response times in an ongoing task. Some have argued that this type of…
Descriptors: Acoustics, Interference (Learning), Stimuli, Reaction Time
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Santana, Eduardo; de Vega, Manuel – Psicologica: International Journal of Methodology and Experimental Psychology, 2013
This paper investigates how language comprehension is modulated by temporal information, marked by time adverbs, and bodily constraints imposed by motor actions. The experiment used a paradigm similar to that employed by de Vega, Robertson, Glenberg, Kaschak and Rinck (2004), but included significant refinements in the materials and the…
Descriptors: Semantics, Language Processing, Motor Reactions, Sentences
Peer reviewed Peer reviewed
Direct linkDirect link
Lee, Dong-Min; Ryu, Jaemyong – Journal of Geography, 2013
This article examines possibilities associated with the cultivation of balanced regional images via the use of simple methods. Two experiments based on the primacy effect and the painting picture rule, or visual depiction of regions, were conducted. The results show significant differences in the formation of regional images. More specifically,…
Descriptors: Foreign Countries, Geography Instruction, Geography, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Davis, Elizabeth L.; Levine, Linda J. – Child Development, 2013
The link between emotion regulation and academic achievement is well documented. Less is known about specific emotion regulation strategies that promote learning. Six- to 13-year-olds ("N" = 126) viewed a sad film and were instructed to reappraise the importance, reappraise the outcome, or ruminate about the sad events; another group…
Descriptors: Child Development, Memory, Self Control, Emotional Response
Peer reviewed Peer reviewed
Direct linkDirect link
McGowan, Sarah Kate; Behar, Evelyn – Behavior Modification, 2013
For individuals with generalized anxiety disorder, worry becomes associated with numerous aspects of life (e.g., time of day, specific stimuli, environmental cues) and is thus under poor discriminative stimulus control (SC). In addition, excessive worry is associated with anxiety, depressed mood, and sleep difficulties. This investigation sought…
Descriptors: Anxiety Disorders, Anxiety, Depression (Psychology), Emotional Problems
Peer reviewed Peer reviewed
Direct linkDirect link
Kello, Christopher T. – Psychological Review, 2013
It is now well-established that intrinsic variations in human neural and behavioral activity tend to exhibit scaling laws in their fluctuations and distributions. The meaning of these scaling laws is an ongoing matter of debate between isolable causes versus pervasive causes. A spiking neural network model is presented that self-tunes to critical…
Descriptors: Cognitive Science, Scaling, Neurological Organization, Cognitive Processes
Peer reviewed Peer reviewed
Direct linkDirect link
Jarosz, Gaja; Johnson, J. Alex – Language Learning and Development, 2013
This study is a systematic analysis of the information content of a wide range of distributional cues to word boundaries, individually and in combination, in naturally occurring child-directed speech across three languages (English, Polish, and Turkish). The paper presents a series of statistical analyses examining the relative predictive strength…
Descriptors: Cues, Young Children, Child Language, English
Peer reviewed Peer reviewed
Direct linkDirect link
Becker, Misha; Estigarribia, Bruno – Language Learning and Development, 2013
Highly abstract predicates (e.g. "think") present a number of difficulties for language learners (Gleitman et al., 2005). A partial solution to learning these verbs is that learners exploit regularities in the syntactic frames in which these verbs occur. While agreeing with this general approach to learning verbs, we caution that this…
Descriptors: Syntax, Vocabulary Development, Language Acquisition, Verbs
Pages: 1  |  ...  |  209  |  210  |  211  |  212  |  213  |  214  |  215  |  216  |  217  |  ...  |  538