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Norman, Donald A. – 1972
An examination of the nature of memory reveals that the representation of knowledge cannot be separated from the uses of knowledge. The answering of questions is not a simple retrieval and response of stored information; rather the process is embedded in a general structural framework containing knowledge of the questioner, the question, and the…
Descriptors: Cognitive Processes, Digital Computers, Information Networks, Information Retrieval
Wakefield, Mary W. – 1971
A battery of tests requiring sequential responses, including WISC Digit Span, WISC Picture Arrangement, ITPA Digits, and ITPA Visual Motor Sequencing, was administered to 114 children. Fifty-seven children ranging in age from 6.6 to 13.7 years were clients referred to a reading clinic for diagnosis of reading difficulties; the other 57 were…
Descriptors: Auditory Stimuli, Aural Learning, Conference Reports, Memory
Cohen, Leslie B. – 1972
A two-process model of infant visual attention is constructed based on research using the modified Berlyne technique with three- to five-month olds. The length of time an infant fixated a pattern was examined along with what caused him to turn to the pattern at all. The study was based both on a re-examination of previous research and on new…
Descriptors: Attention Span, Child Development, Cognitive Development, Eyes
Peer reviewed Peer reviewed
Bender, Bruce G.; Levin, Joel R. – Journal of Educational Psychology, 1978
Four groups of 10- to 16-year-old educable mental retardates listened to a 20-sentence story; subjects (1) viewed pictures; (2) generated mental pictures; (3) heard each sentence twice; or (4) listened to the story once. Recall of story information was highest for those who viewed pictures. (Author/GDC)
Descriptors: Age Differences, Learning Activities, Listening Comprehension, Mild Mental Retardation
Peer reviewed Peer reviewed
Lee, Seong-Soo; Dobson, Leona N. – Journal of Educational Psychology, 1977
Children learned two linear function rules under varying conditions: presence vs. absence of pointing; visual cues (context vs. weight vs. both pictured); and a verbal-only baseline condition. A complex rule was learned as a transfer task. Visual cues aided both learning and transfer; pointing helped initial learning, but retarded transfer.…
Descriptors: Abstract Reasoning, Cues, Induction, Intermediate Grades
Peer reviewed Peer reviewed
Eastman, Phillip M.; Salhab, Mohammed – Journal for Research in Mathematics Education, 1978
One group of elementary education majors received an algebraic instructional treatment of a unit on linear absolute value equations while another received a geometric treatment. The hypothesis of an aptitude-by-treatment interaction was statistically confirmed. (MN)
Descriptors: Abstract Reasoning, Algebra, Aptitude Treatment Interaction, College Mathematics
Peer reviewed Peer reviewed
Suler, John R.; Rizziello, Joseph – Journal of Creative Behavior, 1987
Forty-two undergraduates were tested to determine how scores on visual and verbal divergent thinking tests would be affected by instructions to use visual imagery and by individual differences in visual imagery ability. Results indicated that such instructions may interfere with test performance, but that individual differences did not influence…
Descriptors: Association (Psychology), Cognitive Ability, Cognitive Processes, Creative Thinking
Peer reviewed Peer reviewed
Pickover, Clifford A. – Journal of Educational Technology Systems, 1985
Focuses on use of computer-drawn faces to explore visualization in learning and for presenting multivariate data. Prior and new research are reviewed and future applications are discussed. "Autocorrelation-face," a graphics representation created from mathematical analysis of voice input, and its potential as a learning aid for the deaf are…
Descriptors: Adults, Cartoons, Children, Computer Graphics
Peer reviewed Peer reviewed
Logan, John W.; And Others – Reading Psychology, 1987
Describes the results of a survey of highly successful junior high and middle school students, which asked open-ended questions about their perceptions of spelling. Indicates that visualizing is the most common strategy for learning new words, followed by dictionary use and repeating words over and over. (SKC)
Descriptors: Independent Study, Learning Strategies, Memorization, Psychological Studies
Peer reviewed Peer reviewed
Traynelis-Yurek, Elaine – Reading Improvement, 1988
Reports on a study to examine a method for increasing spelling and sight word reading accuracy, by incorporating spelling and reading remediation techniques. Reports a mean gain of 2.6 years for spelling and 1.6 years for sight word recognition. (RAE)
Descriptors: Grade 10, Grade 11, High School Students, Learning Disabilities
Peer reviewed Peer reviewed
Rose, Susan A.; Feldman, Judith F. – Developmental Psychology, 1987
Examined the stability of two aspects of infant visual attention derived from the paired-comparison procedure in infants tested at 6, 7, and 8 months of age. The two aspects were novelty preference and exposure time. Suggests that both novelty and exposure-time scores reflect moderately stable but independent characteristics of infant behavior.…
Descriptors: Individual Differences, Infants, Novelty (Stimulus Dimension), Time Factors (Learning)
Peer reviewed Peer reviewed
Lang, Frederick K. – Teaching English in the Two-Year College, 1986
Explores the use of film in the instruction of remedial writing. Suggests creating exemplification essays approaching but not producing a filmic screenplay by incorporating narrative and technical cinematic techniques (shooting script terms) and conventions of visualization to produce both a piece of "exposition" and an act of…
Descriptors: Film Study, Higher Education, Instructional Innovation, Remedial Instruction
Polette, Nancy – School Library Media Activities Monthly, 1986
Discusses importance of the ability to visualize images evoked by the written word in the development of children's skills in both reading and creative writing. Specific skills involved are noted, examples from picture books are given, and 48 picture books that would be useful to developing such skills are listed. (EM)
Descriptors: Brain Hemisphere Functions, Children, Creative Writing, Elementary Education
Melancon, Jan G. – Math Notebook, 1985
Discusses the development of visual thinking in students. Also presents a strategy that incorporates visualization exercises within the framework of traditional mathematics. The technique appears successful for students studying geometry, fractions, and problem solving. Visualization abilities increase understanding and therefore give students…
Descriptors: Cognitive Ability, Cognitive Development, Geometry, High Schools
Peer reviewed Peer reviewed
Bruce, A. Jerry; Cox, Mary O. – Educational Research Quarterly, 1983
The relationships of spelling achievement to rote learning, rule learning, and self-evaluated spelling ability were investigated. A questionnaire, a structure task which produced a measure of rote learning and rule learning, and the Wide Range Achievement Test (Spelling) were administered to 50 college students. (Author/PN)
Descriptors: Academic Achievement, Higher Education, Learning Processes, Memory
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