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Pepper, Ross L.; Herman, Louis M. – J Exp Psychol, 1970
Descriptors: Analysis of Variance, Experimental Groups, Learning Processes, Memory
Holmes, David S. – J Personality Soc Psychol, 1970
Descriptors: Cognitive Processes, College Students, Experience, Hypothesis Testing
Petrich, Judith A. – J Exp Psychol, 1970
Descriptors: Associative Learning, Hypothesis Testing, Inhibition, Learning Processes
Holmes, David S.; Schallow, John R. – J Personality Soc Psychol, 1969
Hypothesizes that subjects who show reduced recall of word lists after ego threat may be exhibiting response competition rather than repression. The results obtained in this experiment suggest that this may be the correct conclusion, but further research is indicated. Tables and bibliography. (RW)
Descriptors: Behavioral Science Research, College Students, Learning Problems, Memory
Pollert, Leslie H.; and others – Psychol Rep, 1969
Descriptors: Academic Achievement, Creativity, Divergent Thinking, Intelligence
Robertson, Malcolm; Cable, Robert – J Gen Psychol, 1969
Descriptors: Attitudes, Behavioral Science Research, College Students, Experiments
Ryan, J. F.; and others – Amer J Ment Deficiency, 1969
Descriptors: Exceptional Child Research, Memory, Mental Retardation, Mild Mental Retardation
Jenkins, Joseph R.; and others – AV Commun Rev, 1969
Research supported by a Summer Faculty fellowship from the University of Delaware.
Descriptors: Learning Processes, Memory, Pictorial Stimuli, Reading Level
Bannatyne, Alex D. – J Learning Disabilities, 1969
Descriptors: Cerebral Dominance, Exceptional Child Research, Item Analysis, Memory
Peer reviewedAckerman, Brian P. – Child Development, 1982
Examines whether young children and adults are able to interpret sarcastic utterances and whether placements of contextual information before or after the utterance differentially affect interpretation. Results obtained from first and third graders and from college students indicated that different placements of contextual information do affect…
Descriptors: Adults, Age Differences, Children, Communication Skills
Peer reviewedBonvillian, John D. – Perceptual and Motor Skills, 1983
This study examined 40 deaf and 20 hearing adolescent students' free recall of visually presented words varied systematically with respect of signability (i.e., words that could be expressed by a single sign) and visual imagery. Results underline the importance of sign language in the memory and recall of deaf persons. (Author/PN)
Descriptors: Adolescents, American Sign Language, Deafness, Finger Spelling
Peer reviewedWoodall, W. Gill; And Others – Journal of Broadcasting, 1983
Reviews research on viewers' understanding and retention of television news broadcasts; discusses the cognitive processes of memory and comprehension; and develops two models, one based on episodical memory and the other on semantic networks. Guidelines are offered for research based on both of these models. More than 40 sources are cited. (EAO)
Descriptors: Cognitive Processes, Comprehension, Memory, Models
Peer reviewedSmith, Nancy R. – Art Education, 1983
Current beliefs about how children draw emphasize the importance of drawing from memory, rather than from observation. However, an experiment with children aged seven to nine showed that observation drawings included greater detail and complexity. More research on observation drawing is recommended. (IS)
Descriptors: Art Education, Childrens Art, Educational Research, Elementary Education
Peer reviewedHatt, Clifford V.; And Others – Perceptual and Motor Skills, 1982
Effects of learning names for random nonsense shapes prior to a probe-type serial-recall task were investigated in disabled readers. No differences among reading groups on recall strength of primary recall were found, suggesting similar verbal skills. (Author)
Descriptors: Attention Span, Elementary Education, Learning Disabilities, Reading Difficulties
Peer reviewedTennyson, Robert D.; And Others – Journal of Educational Psychology, 1983
Results from the data analysis show that children learn mathematical concepts for clear cases, and that an analysis of attributes common to examples of a given concept is not a prerequisite to concept formation. The protocol findings provide information as to why this may be happening. (Author/PN)
Descriptors: Classification, Concept Formation, Discrimination Learning, Generalization
