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Okada, Ronald; Burrows, David – Journal of Experimental Psychology, 1973
The present article is concerned with the ways in which Ss are able to make use of organizational cues in order to facilitate retrieval of information from memory. (Author)
Descriptors: Cues, Diagrams, Experimental Psychology, Memorization
Peer reviewedKobasigawa, Akira – Child Development, 1974
This study investigated the hypothesis that as children become older they are increasingly likely to make efficient use of accessible retrieval cues. Results confirmed the hypothesis. (ST)
Descriptors: Age Differences, Context Clues, Cues, Elementary School Students
Peer reviewedHalperin, Marcia S. – Child Development, 1974
A component analysis was used to assess the performance of 6-,9-, and 12 year-old children who heard a 36-word list and tried to recall it on two successive trials. (ST)
Descriptors: Age Differences, Classification, Componential Analysis, Cues
Peer reviewedKlein, Gary A.; Klein, Helen Altman – American Journal of Psychology, 1973
The present research was designed to investigate the use of contextual information for facilitating word prediction in a visual task. (Author)
Descriptors: College Students, Cues, Methods, Prediction
Peer reviewedOffenbach, Stuart I. – Journal of Experimental Child Psychology, 1973
Second graders were administered a two-choice discrimination task in which irrelevant dimensions were correlated .50, .75, or 1.00 with the 100 percent rewarded cue. Results indicate that learning was most impeded in the .75 condition and was most efficient in the 1.00 condition. These results support the Hypothesis Testing Theory of…
Descriptors: Attention, Cues, Discrimination Learning, Elementary School Students
Peer reviewedKoegel, Robert L.; Wilhelm, Hannelore – Journal of Experimental Child Psychology, 1973
Fifteen autistic and 15 normal Ss were trained to respond to a card containing two visual cues. The children were further tested on the single cues in order to assess whether one or both stimuli had acquired control over their responding. (Editor/RK)
Descriptors: Attention Span, Autism, Child Psychology, Children
Peer reviewedOffenbach, Stuart I.; And Others – Journal of Genetic Psychology, 1973
Descriptors: Age Differences, Attention, Cues, Dimensional Preference
Peer reviewedVandever, Thomas R.; Neville, Donald D. – Journal of Reading Behavior, 1973
Descriptors: Aural Learning, Cues, Decoding (Reading), Grade 1
Peer reviewedAnderson, Daniel R. – Journal of Experimental Child Psychology, 1972
Data were interpreted as suggesting that incidental learning may not be cumulative over trials, but rather, may be due to memory of the last trial. (Author)
Descriptors: Cues, Data Analysis, Discrimination Learning, Grade 2
Peer reviewedLoughlin, Kathleen A.; Daehler, Marvin W. – Child Development, 1973
Descriptors: Cues, Discrimination Learning, Memory, Perception
Peer reviewedShepp, Bryan E.; And Others – Psychological Review, 1972
This analysis of attention and learning shows that a modified version of the one-look model not only can predict one- and two-cue learning, but can also accommodate the major results of the relevant redundant cues literature. (Authors/MB)
Descriptors: Attention, Cues, Learning Theories, Models
Peer reviewedKerndter, Fritz – Zielsprache Franzosisch, 1972
Descriptors: Advanced Students, Cues, French, Language Instruction
Peer reviewedOffenbach, Stuart I.; And Others – Child Development, 1972
Results indicate that children's preferences were relatively stable over time. (Authors/MB)
Descriptors: Age Differences, Color, Cues, Dimensional Preference
Peer reviewedCrouse, James H.; Idstein, Peter – Journal of Educational Psychology, 1972
Results supported the conclusion that encoding cues will facilitate prose learning when they result in encoded information required by output which would not otherwise be encoded. (Authors)
Descriptors: Cues, Information Processing, Input Output Analysis, Learning
Peer reviewedScholnick, Ellin Kofsky – Child Development, 1971
Data suggest that the effectiveness of verbalization in concept identification depends on the aspect of the task which is verbalized. (Author)
Descriptors: Concept Formation, Cues, Grade 2, Kindergarten Children
