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| Levin, Joel R. | 7 |
| Davidson, Robert E. | 1 |
| Pressley, Michael | 1 |
| Pressley, Michale | 1 |
| Rohwer, William D., Jr. | 1 |
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| Reports - Research | 1 |
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Peer reviewedLevin, Joel R.; And Others – Child Development, 1975
Investigated whether there exists a stage of development at which "imagery-inducing motor activity" ceases to be facilitative relative to the effectiveness of alternative kinds of associative-learning strategies. (Author/SDH)
Descriptors: Cognitive Processes, Elementary School Students, Imagery, Motor Development
Peer reviewedPressley, Michale; Levin, Joel R. – Journal of Experimental Child Psychology, 1977
To test the comparative efficacy of a visual imagery associative learning strategy in younger and older children, second and sixth grade children were presented a list of paired associates (concrete nouns) either at a faster or slower rate, under either an instruction to generate an interactive image for the pairs or a no strategy, control…
Descriptors: Age Differences, Cognitive Processes, Elementary School Students, Mediation Theory
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
Download full textLevin, Joel R. – 1974
This summary of a program of research in children's learning describes the effects of pictures and visual imagery on children's cognitive performance. The role of individual differences is highlighted throughout the paper, as are variables which potentially limit the effects discussed. Some of the conclusions were that in a large number of…
Descriptors: Cognitive Processes, Comprehension, Educational Research, Elementary Education
Davidson, Robert E.; Levin, Joel R. – 1973
Second- and fourth-grade children learned two 25-item, paired-associate mixed lists under three experimental conditions: instructed imagery, imposed imagery, and control. Four specific transfer paradigms and a reference paradigm were represented in the lists. The specific transfer paradigms were constructed such that a first list stimulus term (a…
Descriptors: Cognitive Development, Cognitive Processes, Communication (Thought Transfer), Educational Research
Peer reviewedPressley, Michael; Levin, Joel R. – Journal of Experimental Child Psychology, 1977
In this study, the self-reported strategies of fifth, seventh, and ninth grade subjects used to learn a list of paired associates were correlated with actual learning performance to test the hypothesis that proficient learners are elaborators. (Author/SB)
Descriptors: Age Differences, Cognitive Processes, Cognitive Style, Elementary School Students
Rohwer, William D., Jr.; Levin, Joel R. – 1970
The major emphasis of this study is on the comparative validities of paired-associate learning tests and IQ tests in predicting reading achievement. The study engages in a brief review of earlier research in order to examine the validity of two assumptions--that the construction and/or the use of a tactic that simplifies a learning task is one of…
Descriptors: Academic Achievement, Academic Education, Age Differences, Cognitive Processes
