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Showing 31 to 45 of 107 results Save | Export
Potter, Mary C.; And Others – Journal of Verbal Learning and Verbal Behavior, 1977
To test the hypothesis that meaning of a sentence is represented in an abstract format rather than one mediated by words or images, 96 spoken sentences were immediately followed by a word or drawing probe. It was concluded that sentence or probe meaning is represented in an abstract conceptual format. (CHK)
Descriptors: Abstract Reasoning, Cognitive Processes, Cognitive Tests, Pictorial Stimuli
Underwood, Geoffrey – Journal of Verbal Learning and Verbal Behavior, 1977
Listeners shadowed lists of words or parts of sentences, and shadowing latencies were recorded. The effect of attended context was interpreted as a result of strategical manipulation of response bias (a resource-limited process), whereas unattended context may be effective through spreading excitation in semantic memory (a data-limited process).…
Descriptors: Context Clues, Decoding (Reading), Reading Processes, Reading Research
Knee, Kathleen; And Others – 1991
A group of 73 normal children (ages 8 to 10) was compared to 49 age-matched developmentally dyslexic children of average intelligence on the California Verbal Learning Test for Children (CVLT-C), to determine if reading disability was associated with impaired verbal memory. Dyslexics differed significantly from controls on 9 of the 12 CVLT-C…
Descriptors: Cognitive Processes, Dyslexia, Elementary Education, Learning Processes
Stillings, Neil A. – Journal of Verbal Learning and Verbal Behavior, 1975
A theory of comprehension in verification tasks is developed from a general conception of language comprehension. Models are developed for a task involving transfer verbs "borrow" and "loan" and the possession verb "have." Models and theoretical framework are superior in some respects to constituent comparison and conversion models. (CHK)
Descriptors: Cognitive Processes, Comprehension, Experiments, Language Skills
Rips, Lance J.; And Others – Journal of Verbal Learning and Verbal Behavior, 1978
Verifying simple sentences generally involves a process wherein the meanings of individual words are combined to form the meaning of the entire sentence. Three experiments are described in which the combination process was investigated by asking subjects to decide whether S-V-Adj-O sentences were true or false. (Author/RM)
Descriptors: Cognitive Processes, Language Processing, Language Research, Psycholinguistics
Gellatly, A. R. H.; Gregg, V. H. – Journal of Verbal Learning and Verbal Behavior, 1977
Meyer found subjects were faster to determine if a stimulus word was a member of either of two prespecified categories if the categories were close in meaning. A reanalysis of the data favors instead a model emphasizing the role of decision-making processes in categorization and flexibility of task strategies. (CHK)
Descriptors: Classification, Cognitive Processes, Language Processing, Language Research
Peer reviewed Peer reviewed
Moerk, Ernst L. – Child Study Journal, 1973
The antecedents of verbal behavior, together with the teaching skills of the adult linguistic community, probably constitute all the necessary bases for language acquisition. As they seemed to be sufficient for the explanation of all the known phenomena, an assumption of an innate linguistic language acquisition device was rejected as superfluous.…
Descriptors: Child Language, Cognitive Processes, Infant Behavior, Language Acquisition
Tanenhaus, Michael K.; And Others – Journal of Verbal Learning and Verbal Behavior, 1979
A variable time delay naming latency paradigm was used to investigate the processing of noun-verb lexical ambiguities (e.g., "watch") in syntactic contexts that biased either the noun or the verb reading. Results support a two-stage model in which all reading of ambiguous words are initially accessed, followed by suppression of…
Descriptors: Ambiguity, Cognitive Processes, Models, Nouns
Rothman, Rosalind W.; Cohen, Jill – Academic Therapy, 1989
The article offers teachers suggestions on ways to instruct elementary students in the vocabulary of mathematics. It gives examples of math difficulties at the elementary school level, math difficulties related to vocabulary, and math difficulties related to problem solving. (DB)
Descriptors: Elementary Education, Learning Problems, Mathematics Instruction, Problem Solving
Peer reviewed Peer reviewed
Benner, Gregory J.; Mooney, Paul – Academic Exchange Quarterly, 2003
Uses a quasi-experimental design to compare the social adjustment of 21 children who received the Language for Learning program with those of 24 children enrolled in a comparison school. Finds that the Language for Learning program produced statistically and educationally significant effects, including improvements in social skills and reductions…
Descriptors: Elementary Education, Kindergarten, Kindergarten Children, Language Acquisition
Hopf-Weichel, Rosemarie – Journal of Verbal Learning and Verbal Behavior, 1977
A model is proposed in which information processing is accompanied by dynamic processes, including the reorganization of items into active patterns and their subsequent displacement. Research using category names and instances showed that reaction times decreased with each successive repetition under one condition, but longer latencies were…
Descriptors: Cognitive Processes, Language Processing, Language Research, Learning Processes
Dixon, Roger A., And Others – Journal of Verbal Learning and Verbal Behavior, 1984
Examines two sets of variables that influence age-related patterns of text recall--the effects of verbal ability level and text structure variables on text recall of younger, middle-aged, and older adults. Results indicate that age differences in the discovery and utilization of the organizational structure of texts were found to be mediated by…
Descriptors: Adults, Age Differences, Comparative Analysis, Memory
Peer reviewed Peer reviewed
Di Vesta, Francis J. – Journal of Experimental Child Psychology, 1971
Descriptors: Associative Learning, Elementary School Students, Mediation Theory, Paired Associate Learning
Goldman, Susan R.; Pellegrino, James W. – Journal of Verbal Learning and Verbal Behavior, 1977
Trace strength was examined as a function of single and spaced-multiple encodings within and across the orthographic, acoustic, and semantic domains. Recall results revealed that multiple encodings yielded additive or greater than additive retention effects while the recognition accuracy results revealed additive or less than additive effects.…
Descriptors: Acoustic Phonetics, Cognitive Processes, Learning Processes, Memory
Wetherick, N. E. – Journal of Verbal Learning and Verbal Behavior, 1975
Short-term memory for single-syllable words is negatively related to the number of semantic categories from which the words are drawn. Test results are inconsistent with any theory postulating a separate short-term memory that takes no account of semantic factors. (CHK)
Descriptors: Cognitive Processes, Linguistic Theory, Memory, Recall (Psychology)
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