Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Sequential Learning | 2 |
| Accuracy | 1 |
| Achievement | 1 |
| Cognitive Processes | 1 |
| Cognitive Science | 1 |
| Educational Research | 1 |
| Elementary School Students | 1 |
| Evaluation | 1 |
| Feedback | 1 |
| Films | 1 |
| Memory | 1 |
| More ▼ | |
Source
| Journal of Experimental… | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Higher Education | 1 |
| Postsecondary Education | 1 |
Audience
Location
| Michigan | 2 |
| Washington | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkKurby, Christopher A.; Zacks, Jeffrey M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
Perceivers spontaneously segment ongoing activity into discrete events. This segmentation is important for the moment-by-moment understanding of events, but may also be critical for how events are encoded into episodic memory. In 3 experiments, we used priming to test the possibility that perceptual event boundaries organize memory for everyday…
Descriptors: Films, Priming, Sequential Learning, Cognitive Processes
GORDON, JOHN M., JR. – 1965
THE FOLLOWING HYPOTHESES WERE TESTED DURING THIS STUDY--(1) PROVIDING KNOWLEDGE OF CORRECT RESPONSE DOES NOT INCREASE THE EFFECTIVENESS OF SMALL STEP-SIZE PROGRAMS FOR STUDENTS AT ALL ACHIEVEMENT LEVELS, (2) PROVIDING KNOWLEDGE OF CORRECT RESPONSE DOES INCREASE THE EFFECTIVENESS OF MODERATE STEP-SIZE PROGRAMS AT ALL ACHIEVEMENT LEVELS, AND (3)…
Descriptors: Achievement, Educational Research, Elementary School Students, Evaluation
