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Showing 106 to 120 of 159 results Save | Export
Mehler, Jacques; And Others – Journal of Verbal Learning and Verbal Behavior, 1978
French sentences with a long ambiguous word just before a target phoneme led to faster reaction times than did sentences with a short unambigous word just before the target phoneme. (Author/SW)
Descriptors: Ambiguity, Cognitive Processes, French, Language Processing
Rundus, Dewey – Journal of Verbal Learning and Verbal Behavior, 1977
A description of a series of six experiments dealing with human memory processes. They examined the types of codes generated in maintenance rehearsal and the effects of rehearsal time at various single levels of encoding. Data confirmed earlier findings and led to conclusions regarding repetition, encoding and levels of processing. (AMH)
Descriptors: Cognitive Processes, Cues, Language Processing, Language Research
Marschark, Marc; Paivio, Allan – Journal of Verbal Learning and Verbal Behavior, 1977
Three experiments investigated whether abstract as well as concrete sentences can be processed in a holistic manner. Results suggest that the processing of both types of sentences involves construction of particularized, holistic mental representations that contain information and inferences based on context and knowledge of language and the…
Descriptors: Abstract Reasoning, Cognitive Processes, Context Clues, Language Processing
Layton, Pamela; Simpson, Adrian J. – Journal of Verbal Learning and Verbal Behavior, 1975
Subjects read sets of active or passive sentences, and an active or passive question was asked about one. Errors were compared. Results suggest that surface form of a single sentence is retained; surface and deep structures are retained for two, and only deep structures of four and eight sentences. (CHK)
Descriptors: Deep Structure, Memory, Psycholinguistics, Reading Comprehension
Holyoak, Keith J.; And Others – Journal of Verbal Learning and Verbal Behavior, 1976
The relationship between the effects of morphological complexity and associative production frequency was investigated in two experiments on sentence verification. The purpose of the study was to investigate how morphologically derived words are represented in memory. (Author/RM)
Descriptors: Cognitive Processes, Language Processing, Language Research, Learning Processes
Caramazza, Alfonso; And Others – Journal of Verbal Learning and Verbal Behavior, 1976
Four experiments are reported in which relations of semantic distance to response latencies in similarity judgments, to reaction times in a same-different classification task, and to proximity of recall in a free recall task were investigated. (Author/RM)
Descriptors: Associative Learning, Cognitive Processes, Language Processing, Language Research
Humphreys, Michael S. – Journal of Verbal Learning and Verbal Behavior, 1978
The probability of recognizing a member of a word pair tested with the pair intact was shown to equal the probability of recognizing a single word plus the probability of recalling an unrecognized word. (Author/NCR)
Descriptors: Cognitive Processes, Cues, Language Processing, Language Research
Martin, Maryanne – Journal of Verbal Learning and Verbal Behavior, 1977
Two experiments are described. One measured performance of subjects on pairs of concurrent verbal tasks, monitoring sentences for certain items while reading. Secondary task performance combined with a primary task is proportional to its performance in isolation. The second experiment checked certain results of the first. (CHK)
Descriptors: Attention, Cognitive Processes, Language Processing, Language Research
Peer reviewed Peer reviewed
Noblitt, James S. – International Review of Applied Linguistics in Language Teaching, 1972
Descriptors: Applied Linguistics, Educational Objectives, Grammar, Instructional Materials
Levy, Betty Ann – Journal of Verbal Learning and Verbal Behavior, 1975
Three experiments test the relationship between implicit speech and comprehension processes for meaningful material. (Author/AM)
Descriptors: Auditory Stimuli, Inner Speech (Subvocal), Learning Processes, Memory
Tourangeau, Roger; Sternberg, Robert J. – 1978
The three dominant views of metaphor emphasize comparison anomaly or dissimilarity, and a somewhat vaguer notion that combines aspects of the first two, called conceptual interaction. In all three views, a central consideration as to the aptness of the metaphor is the similarity of the objects linked by the metaphor (tenor and vehicle). The exact…
Descriptors: Cognitive Processes, Figurative Language, Higher Education, Identification (Psychology)
Moeser, Shannon Dawn – Journal of Verbal Learning and Verbal Behavior, 1976
Experiments are reported in which semantically interrelating sentences were presented to subjects as discrete items, and inference tests were given to measure the degree to which the similar information had been stored in the same memory system. Results suggest that verbal information is sometimes encoded into an episodic system. (Author/RM)
Descriptors: Abstract Reasoning, Cognitive Processes, Elementary School Students, Language Processing
Dark, Veronica J.; Loftus, Geoffrey R. – Journal of Verbal Learning and Verbal Behavior, 1976
Describes two experiments in which Ss were given 48 trials, using word lists as stimuli, followed by an unexpected final free recall test. (Author/RM)
Descriptors: Cognitive Processes, Language Processing, Language Research, Learning Processes
Rubin, David C. – Journal of Verbal Learning and Verbal Behavior, 1980
After evaluation of 125 words was obtained on 51 separate scales, six more general factors emerged: spelling and sound, imagery and meaning, word frequency, recall, emotionality, and goodness. The claim is that multivariate research is a necessary addition to the study of verbal behavior. (PJM)
Descriptors: Cognitive Processes, Language Processing, Language Research, Multidimensional Scaling
Peer reviewed Peer reviewed
Webb, Pamela A.; Abrahamson, Adele A. – Journal of Child Language, 1976
Acquisition of the words "this" and "that" was tested by a comprehension and a production task with children aged 4 and 7. It was confirmed that children would learn the spatial contrast between the words and apply it from the speakers viewpoint; non-egocentrism was not deemed necessary for correct use. (CHK)
Descriptors: Child Language, Comprehension, Egocentrism, Intellectual Development
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