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| Cognitive Processes | 3 |
| Grade 5 | 3 |
| Intermediate Grades | 2 |
| Sentences | 2 |
| Age Differences | 1 |
| Context Clues | 1 |
| Discrimination Learning | 1 |
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| Grade 4 | 1 |
| Grade 6 | 1 |
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| Levin, Joel R. | 3 |
| Ghatala, Elizabeth S. | 1 |
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| Reports - Research | 2 |
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Peer reviewedLevin, Joel R.; And Others – Journal of Educational Psychology, 1973
The major finding of the present experiment was that children as young a 7 or 8 (second graders) were able to employ an induced visual-imagery strategy to facilitate paired-associate learning. (Authors)
Descriptors: Age Differences, Cognitive Processes, Grade 2, Grade 5
Peer reviewedLevin, Joel R.; And Others – American Educational Research Journal, 1979
Providing contextual aids to help students reduce mutual interference between two sentences was studied. When students were presented sentences in distinctive contexts, no interference was observed. An interference effect was obtained when sentences were given in either no context or a nondistinctive context. (MH)
Descriptors: Cognitive Processes, Context Clues, Grade 4, Grade 5
Download full textLevin, Joel R.; Ghatala, Elizabeth S. – 1976
When 112 fifth- and sixth-graders were observed for their use of one of two possible rehearsal strategies in verbal discrimination learning tasks, the strategy in which the children generated a functional explanation of the word showed a positive influence on simple frequency discriminations. Data analyses also indicate that under this strategy…
Descriptors: Cognitive Processes, Discrimination Learning, Grade 5, Grade 6
