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The Effects of Recall Cue and Cognitive Trace Compatibility When Learning from Mediated Instruction: An Applied View of Encoding Specificity.
Canelos, James; And Others – 1984
This study investigated the research construct of encoding specificity using an applied research orientation. Encoding specificity considers the effects on memory of the interactive relationship among encoding, the stored memory trace, and external retrieval cues. Subjects were 273 undergraduate students enrolled in the College of Engineering at…
Descriptors: College Students, Cues, Encoding (Psychology), Higher Education
Employing Intact and Embedded Headings to Facilitate Long-Term Retention of Text.
Holley, Charles D.; And Others – 1980
The usefulness of intact (topic outline format) and embedded (positioned within text) headings as processing aids to facilitate recall was examined, using a 2,500-word passage from introductory science textbooks. Prior studies were subject to criticisms which this study attempted to correct, specifically: (1) use of non-optimal dependent measures;…
Descriptors: Advance Organizers, Cognitive Processes, Cues, Higher Education
The Use of Simultaneous Feedback to Alter Teaching Behaviors of University Instructors.
Peer reviewed Peer reviewed
Nyquist, Jody L.; Wulff, Donald H. – Journal of Classroom Interaction, 1982
Researchers used simultaneous feedback, a means of modifying behavior through verbal cues transmitted via a transistorized ear plug, to improve the teaching skills of university faculty engaged in the act of teaching. Faculty identified areas they wished to improve after viewing videotapes of their teaching. (Authors/PP)
Descriptors: Behavior Modification, College Instruction, Cues, Feedback
Multirate Forgetting.
Jones, Gregory V. – Journal of Experimental Psychology: Human Learning and Memory, 1979
A multirate mathematical model is presented to support the hypothesis that different types of information are lost from a memory trace at different rates. The model is validated by two experiments assessing the retention of pictures and of sentences at three different delays by cued recall. (Author/CP)
Descriptors: Cues, Foreign Countries, Higher Education, Learning Processes
The Psychological Construct of Encoding Specificity and Its Relationship to Designing Instruction and Tests.
Canelos, James; And Others – 1985
The effects of encoding specificity were evaluated for learners: (1) in a typical classroom group learning environment, (2) receiving an audiovisual presentation on an academic subject, and (3) in a group testing environment. Encoding specificity involves the interaction between the encoding phase of memory or the learning context, the stored…
Descriptors: College Freshmen, Cues, Encoding (Psychology), Higher Education
The Relation between Item Identification Difficulty and Elaborative Conceptual Processing for Children and Adults.
Peer reviewed Peer reviewed
Ackerman, Brian P.; And Others – Journal of Experimental Child Psychology, 1990
Results of four experiments show that developmental differences in elaborative conceptual processing at acquisition and retrieval contribute independently to developmental increases in recall. Item identification processes for both words and pictures constrain children's elaborative processing. The constraints are time limited. (RH)
Descriptors: Age Differences, Cognitive Processes, College Students, Cues
Children's Use of Retrieval Cues to "Describe" Episodic Information in Memory: Problems of Constructability and Discriminability.
Peer reviewed Peer reviewed
Ackerman, Brian P. – Journal of Experimental Child Psychology, 1985
Four experiments were conducted to extend the "descriptions" approach to differences in using retrieval cues among second and fourth graders and college adults. Results indicate that deficits in discriminability and constructability contribute independently to developmental differences in using retrieval cues and suggest reasons for such…
Descriptors: Age Differences, Cognitive Processes, College Students, Context Effect