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| Journal Articles | 3 |
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Uehling, Barbara S.; Underwood, Benton J. – Journal of Experimental Psychology, 1972
Findings are most consistent with a mediation interpretation of transfer. (Authors)
Descriptors: Data Analysis, Learning Processes, Mediation Theory, Paired Associate Learning
Peer reviewedDi Vesta, Francis J. – Journal of Experimental Child Psychology, 1971
Descriptors: Associative Learning, Elementary School Students, Mediation Theory, Paired Associate Learning
Yuille, John C.; Pritchard, Suzanne – J Exp Child Psychol, 1969
Descriptors: Age Differences, Grade 2, Grade 6, Imagery
Download full textCOOPER, CARIN – 1968
THE RELATIONSHIP BETWEEN READING ABILITY AND SYNTACTICAL MEDIATION IN PAIRED-ASSOCIATE (PA) LEARNING WAS EXAMINED. SUBJECTS WERE 64 FOURTH AND SECOND GRADERS IN WISCONSIN WHO WERE GROUPED ACCORDING TO GRADE LEVEL, TWO READING LEVELS, TWO TYPES OF INSTRUCTION, AND SEX. THE INSTRUCTIONAL TYPES WERE MEDIATION AND NONMEDIATION. THE STIMULI WERE 16…
Descriptors: Grade 2, Grade 4, Learning, Mediation Theory
Peer reviewedRoss, Dorothea M.; And Others – American Journal of Mental Deficiency, 1973
Pretest measures of paired-associate learning and mediational skill were obtained on 36 educable mentally retarded children in primary grades, after which the children were assigned in groups of 12 to an intentional training condition, an observational learning condition, and a control group condition. (Author/MC)
Descriptors: Exceptional Child Research, Mediation Theory, Mental Retardation, Mild Mental Retardation
Peer reviewedRoyer, James M.; Kulhavy, Raymond W. – Journal of Educational Psychology, 1973
Results suggested that: cue encoding leads to greater associative recall; there was no difference in likelihood of associative recall between items encoded in a stable manner and items encoded in an unstable manner; and encouraging to encode cues did not facilitate associative recall. (Authors)
Descriptors: Associative Learning, Cues, Data Analysis, Learning Processes
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
Loe, David C. – Academic Therapy, 1978
Twenty learning disabled (LD) students (9-12 years) with normal verbal IQs performed better on elaborated paired associate learning tasks than 20 LD Ss (10-12 years) with lower verbal IQs. (CL)
Descriptors: Elementary Education, Exceptional Child Research, Learning Disabilities, Mediation Theory
Peer reviewedMcGeehan, Deborah L.; Cantor, Joan H. – Developmental Psychology, 1977
In a combined verbal and motor paired-associate task, children in kindergarten, second grade, and fourth grade learned nonsense names and spatial responses for three random shapes. Results showed evidence for mediation at all three age levels and increased mediational effects with age. (Author/JMB)
Descriptors: Age Differences, Elementary Education, 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
Medin, Douglas L. – Journal of Verbal Learning and Verbal Behavior, 1972
Descriptors: Error Patterns, Experiments, Language Research, Learning Theories
Peer reviewedCook, Harold; Smothergill, Daniel – Child Development, 1971
The logical extension of results may be valuable in adding to our understanding of the variety of phenomena involving mediational processes, such as transposition, reversal and nonreversal shifts, imagery, concept formation, word meaning, and the effectiveness of verbal stimuli in discrimination and generalization. (Authors)
Descriptors: Interference (Language), Learning Processes, Mediation Theory, Paired Associate Learning
Peer reviewedHughes, S. Eileen Dolores; Walsh, John F. – Child Development, 1971
Syntactical mediation refers to the phenomenson in which the grammatical structure of language can be employed in the structure of verbal mediators. (Authors/MB)
Descriptors: Age Differences, Elementary School Students, Females, Mediation Theory
Peer reviewedCunningham, Mark; Collins, Carol T. – Psychological Reports, 1971
Descriptors: Behavioral Science Research, College Students, Discrimination Learning, Learning Processes
Peer reviewedSchwenn, Elizabeth A.; Davidson, Robert E. – Journal of Educational Psychology, 1970
The relative effectiveness of sentence and conjunction contexts in reducing negative transfer and facilitating learning is empirically investigated. (Author)
Descriptors: Elementary School Students, Learning Motivation, Learning Processes, Mediation Theory
