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| Paired Associate Learning | 9 |
| Recall (Psychology) | 5 |
| Visual Stimuli | 4 |
| Memory | 3 |
| Responses | 3 |
| Cognitive Processes | 2 |
| College Students | 2 |
| Higher Education | 2 |
| Hypothesis Testing | 2 |
| Imagery | 2 |
| Learning Processes | 2 |
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| Perceptual and Motor Skills | 2 |
| American Journal of Psychology | 1 |
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| Journal of Experimental… | 1 |
| Journal of Psychology | 1 |
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| Wicker, Frank W. | 9 |
| Evertson, Carolyn M. | 2 |
| Everston, Carolyn M. | 1 |
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| Reports - Research | 1 |
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Peer reviewedEverston, Carolyn M.; Wicker, Frank W. – Journal of Experimental Child Psychology, 1974
Paired associate learning by children was studied as a function of age (4 vs 7 yr), stimulus type (line drawing, color photograph, or object), and mode of elaboration (visual or verbal). Results showed that objects and photographs both surpassed line drawings in terms of learning and that they did not differ significantly from each other. (SBT)
Descriptors: Age, Elementary School Students, Learning Processes, Paired Associate Learning
Peer reviewedWicker, Frank W.; And Others – American Journal of Psychology, 1973
The initial concern of these studies was with the superiority of pictures over corresponding words as stimuli in paired associate learning. (Author)
Descriptors: Paired Associate Learning, Pictorial Stimuli, Psychological Studies, Recall (Psychology)
Wicker, Frank W.; And Others – Journal of Experimental Psychology: Human Learning and Memory, 1978
Attempts to help specify the boundary conditions for use of the recognition-recall method, i.e., recall made conditional upon recognition, and to use this method to evaluate a hypothesis about stimulus-concreteness effects with low-meaningful responses. (Author/RK)
Descriptors: Experimental Psychology, Experiments, Hypothesis Testing, Paired Associate Learning
Peer reviewedWicker, Frank W.; And Others – Journal of Psychology, 1975
Examines whether it is the mediator as a "product" or whether it is the "process" involved in a particular strategy that facilitates learning, concluding that neither view can be rejected. (RB)
Descriptors: Associative Learning, College Students, Educational Research, Higher Education
Download full textWicker, Frank W.; And Others – 1980
The aim of this study was to explore the effects of the following memory encoding variables on human learning: depth (implying progression through levels of encoding); spread (elaboration of information at a given level) and; congruence (integration of the form of encoding and the material to be learned). Encoding refers to the way in which…
Descriptors: Congruence (Psychology), Higher Education, Memorization, Paired Associate Learning
Peer reviewedWicker, Frank W. – Perceptual and Motor Skills, 1971
Descriptors: Cognitive Processes, College Students, Imagery, Learning Theories
Wicker, Frank W.; Evertson, Carolyn M. – Journal of Experimental Psychology, 1972
In three studies, pictures and words were compared on measures of imagery mediation, recall, and recognition in paired-associate learning. (Author)
Descriptors: Data Analysis, Hypothesis Testing, Imagery, Paired Associate Learning
Peer reviewedWicker, Frank W. – Perceptual and Motor Skills, 1971
Descriptors: Difficulty Level, Memory, Paired Associate Learning, Performance Factors
Wicker, Frank W.; Evertson, Carolyn M. – 1973
Paired-associate (PA) learning of children was investigated as a function of age, stimulus-type, and mode of elaboration. Sixty nursery school children (average age 53 months) and 60 first graders (average age 84 months) were selected as subjects. Each child studied nine pairs of objects, photographs, or drawings for two trials of PA learning by…
Descriptors: Cognitive Processes, Decoding (Reading), Grade 1, Learning
