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Peer reviewedAbramczyk, Rudolf R. – Psychological Reports, 1971
Descriptors: Cluster Grouping, College Students, Cues, Discrimination Learning
Peer reviewedLazar, Gerald; Weiss, Ethel – Psychological Reports, 1971
Descriptors: Behavior Change, College Students, Hypothesis Testing, Inhibition
Achenbach, Thomas M. – J Educ Psychol, 1970
The relationships between classroom performance, ability measures, paired-associate tasks, problem solving tasks, and CART scores are investigated for Grade 5 students. The test is standardized on Grades 5-8. (DG)
Descriptors: Achievement Tests, Association Measures, Grade 5, Intelligence Tests
Peer reviewedGoulet, L. R.; Williams, Kerry G. – Journal of Experimental Child Psychology, 1970
Descriptors: Learning Theories, Mediation Theory, Paired Associate Learning, Primary Education
Amster, Harriett; And Others – Amer J Psychol, 1970
Descriptors: Adult Learning, Child Language, Experimental Groups, Hypothesis Testing
Morelli, George – Percept Mot Skills, 1970
Descriptors: College Students, Imagery, Learning Processes, Learning Theories
Nelson, Douglas L.; and others – J Exp Psychol, 1970
Descriptors: Analysis of Variance, Associative Learning, Cues, Hypothesis Testing
Berry, Franklin M.; Baumeister, Alfred A. – Psychol Rep, 1970
Descriptors: Behavioral Science Research, Color, Cues, Intermediate Grades
Fletcher, Faye M.; and others – Psychol Rep, 1970
Descriptors: Experiments, Language Acquisition, Language Instruction, Language Research
Logan, Don R. – Amer J Ment Deficiency, 1969
Descriptors: Exceptional Child Research, Learning, Memory, Mental Retardation
Peer reviewedSchmeck, Ronald R; Spofford, Mark – Contemporary Educational Psychology, 1982
An investigation was undertaken to determine whether highly aroused (e.g. highly anxious) students are handicapped with regard to their ability to learn through deep processing and elaboration. The hypothesis that well-developed deep and elaborative habits of thought might counteract the disruptive effects that excessive arousal has upon students…
Descriptors: Arousal Patterns, Attention, Cognitive Style, Higher Education
Peer reviewedJones, Beau F.; Hall, James W. – Journal of Educational Psychology, 1982
Two questions were addressed regarding the utility of the keyword method, originally developed as an instructional technique to facilitate foreign language vocabulary acquisition: (1) the method's applicability to other common school learning tasks; and (2) students' use of the method as a self-initiated study strategy. (Author/AL)
Descriptors: Classroom Techniques, Grade 8, Junior High Schools, Learning Activities
Peer reviewedPapineau, William; Lohr, Jeffrey M. – Perceptual and Motor Skills, 1981
Recall performance on a paired-associate learning task was investigated as a function of word imagery modality (visual or auditory), presentation mode (visual or auditory), and sex. Analysis showed greater recall of visual imagery words, and the results are consistent with Paivio's (1971) conceptual-peg hypothesis. (Author)
Descriptors: Adults, Auditory Stimuli, College Students, Cues
Peer reviewedCramer, Phebe – Journal of Educational Psychology, 1981
The effects of neutral, separate, and interactive imagery instructions on the learning performance of first and fifth graders were compared for both single-item and paired-associate tasks. Results revealed that both younger and older children using images did show facilitation, compared with those not using images. (Author/GK)
Descriptors: Age Differences, Elementary Education, Grade 1, Grade 5
Peer reviewedEhri, Linnea C.; Wilce, Lee S. – Journal of Educational Psychology, 1979
Mnemonic value of spellings in a paired-associate sound learning task was examined in first and second graders. Learning was fastest when correct spellings were seen or imagined. The preferred interpretation was that spellings are effective because they provide readers with orthographic images for symbolizing and storing sounds in memory.…
Descriptors: Early Reading, Learning Processes, Letters (Alphabet), Mnemonics
