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Peer reviewedDi Vesta, Francis J. – Journal of Experimental Child Psychology, 1971
Descriptors: Associative Learning, Elementary School Students, Mediation Theory, Paired Associate Learning
Peer reviewedGrassi, Joseph R. – Journal of Learning Disabilities, 1971
Descriptors: Behavior Problems, Exceptional Child Research, Learning Disabilities, Learning Processes
Peer reviewedDey, Mukul K. – British Journal of Psychology, 1971
Descriptors: Control Groups, Experimental Groups, Learning Processes, Learning Theories
Price, Richard H.; Slive, Arnold B. – Percept Mot Skills, 1970
Descriptors: College Students, Discrimination Learning, Paired Associate Learning, Recognition
Peer reviewedNathan, Susan W.; Hass, Wilbur A. – Journal of Genetic Psychology, 1970
Describes a developmental study of semantic structures in children who are asked to determine the fitness of descriptive labels for line drawings representing a variety of perceptual stimuli. (Author/WY)
Descriptors: Elementary School Students, Language Acquisition, Paired Associate Learning, Perception
Peer reviewedZacker, Joseph W. – Psychological Reports, 1970
Descriptors: Cognitive Development, Cognitive Processes, College Students, Conditioning
Peer reviewedZoh, Myeong-han – Psychological Reports, 1970
Descriptors: Cognitive Processes, College Students, Distance, Experiments
Peer reviewedWang, Alvin Y. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 1983
Three paired-associate learning studies were designed to test the hypothesis that individual differences in learning speed are determined by the types of elaborative strategies used by learners during acquisition. Slow learners generate fewer elaborators and produce less effective elaborators, even when using the same strategy as fast learners.…
Descriptors: Higher Education, Individual Differences, Learning Processes, Learning Strategies
Peer reviewedKausler, Donald H.; Puckett, James M. – Journal of Gerontology, 1980
Study replicates and extends the results obtained by Attig and Hasher (1980) in finding null effects for adult age variation and instructional variation on a relative frequency judgment task. Finds nonsignificant covariation for both young and elderly adults between judgment proficiency and paired-associate learning proficiency. (Author)
Descriptors: Age Differences, Cognitive Measurement, Intelligence Differences, Memory
Peer reviewedBardwell, Rebecca – Journal of Experimental Education, 1981
A study of feedback delay, expectation, and development was conducted in grades four, six, and eight, to assess whether feedback on a school related learning task serves an informational or reinforcing function. Results indicate that feedback serves an informational function and delayed feedback facilitates retention, contrary to reinforcement…
Descriptors: Elementary Education, Expectation, Feedback, German
Peer reviewedEhri, Linnea C. – Journal of Educational Psychology, 1976
In a paired associate task, readers and prereaders were taught five words as oral responses, each word paired with a distinctive nonsense figure. The results raise doubts about the effectiveness of teaching beginning readers sight vocabulary words printed on flash cards. (RC)
Descriptors: Beginning Reading, Context Clues, Elementary Education, Paired Associate Learning
Peer reviewedRunquist, Willard N.; Runquist, Peggy A. – American Journal of Psychology, 1976
This experiment demonstrated that people can utilize relative situational frequency of occurrence to differentiate similary categorizable target items in paired-associate learning. (Editor)
Descriptors: Charts, Classification, Learning Processes, Paired Associate Learning
Peer reviewedWindfuhr, Kirsten L.; Snowling, Margaret J. – Journal of Experimental Child Psychology, 2001
Examined relationship of phonological awareness, verbal short-term memory, and visual-verbal paired associate (PA) learning with word recognition and decoding skills in 6- to 11- year-olds. Findings suggest that PA learning and phonological awareness tasks tap two separate mechanisms involved in learning to read. (Author/KB)
Descriptors: Children, Decoding (Reading), Paired Associate Learning, Predictor Variables
Peer reviewedDe Csipkes, Robert A.; And Others – American Journal of Mental Deficiency, 1975
Descriptors: Adolescents, Children, Exceptional Child Research, Mental Retardation
Peer reviewedAllington, Richard – Reading Research Quarterly, 1974
Describes an International Reading Association award-winning dissertation which examines the use of color cues in facilitating the learning of basic reading skills. (RB)
Descriptors: Attention, Color, Cues, Doctoral Dissertations
