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Wilder, Larry; Harvey, Donald J. – Speech Monographs, 1971
The present study attempted to elicit covert verbalization with a bit more assurance, as compared to Gagne and Smith, and to compare the effects of instructions to covertly verbalize with instructions to talk out loud while solving problems. (Author/MS)
Descriptors: Learning Processes, Problem Solving, Psycholinguistics, Verbal Learning
Peer reviewedHowe, Michael J. A.; Cavicchio, Patricia M. – Alberta Journal of Educational Research, 1971
Descriptors: Educational Experiments, Interference (Language), Learning Processes, Recall (Psychology)
Proger, Barton B.; And Others – J Educ Res, 1970
Descriptors: Concept Formation, Concept Teaching, Instructional Materials, Item Analysis
Miller, Scott A.; And Others – Child Develop, 1970
Contrary to Luria's hypothesis, verbal control did not affect sensori-motor performance in this experiment involving 160 preschool children in four age groups tested on Luria's 2-choice tasks. (WY)
Descriptors: Cognitive Development, Perceptual Motor Learning, Preschool Children, Psycholinguistics
Peer reviewedScandura, Joseph M. – Psychological Review, 1970
Descriptors: Behavioral Science Research, Learning Theories, Transfer of Training, Verbal Learning
Underwood, Benton J.; Freund, Joel S. – J Exp Psychol, 1970
Descriptors: Discrimination Learning, Learning Theories, Memory, Tests
More, Arthur J. – J Educ Psychol, 1969
Research adapted from a doctoral dissertation at the University of Southern California. Reprints from: Arthur J. More, Faculty of Education, University of British Columbia, Vancouver 8, Canada.
Descriptors: Feedback, Learning Processes, Retention (Psychology), Time Factors (Learning)
Straughan, James H.; Dufort, W. Henry – J Abnorm Psychol, 1969
Reprints from: James H. Straughan, Experimental Education Unit, University of Washington, Seattle, Washington 98105.
Descriptors: Anxiety, Performance Factors, Recall (Psychology), Relaxation Training
Frase, Lawrence T. – Percept Mot Skills, 1969
Descriptors: College Students, Eye Movements, Research, Responses
Kausler, Donald H.; Gotway, Mary Ann – J Exp Child Psychol, 1969
Descriptors: Learning Theories, Paired Associate Learning, Recall (Psychology), Responses
Peer reviewedSchneider, H. G.; Ferrante, A. P. – Journal of Psychology, 1983
A total of 90 undergraduate volunteers learned a 12-pair, low-frequency verbal discrimination list. Independent variables were feedback (positive only, negative only, or both) and initial success (17, 50, or 83 percent correct on the first trial). While the main effect of feedback was not significant, that of initial success was. (Author/RH)
Descriptors: Discrimination Learning, Feedback, Higher Education, Success
Peer reviewedWhitman, Thomas L. – Journal of Applied Behavior Analysis, 1982
Three studies examining the effects of correspondence training (reinforcement for matching verbal and nonverbal behavior) with 22 mildly and moderately retarded students revealed that the approach can be used to decrease maladaptive and increase adaptive behavior and that it can produce generalized behavior change. (CL)
Descriptors: Behavior Change, Generalization, Mental Retardation, Nonverbal Learning
Peer reviewedLibkuman, Terry M. – American Journal of Mental Deficiency, 1982
Results revealed a significant Intelligence x Frequency interaction, which indicated that the retarded group exhibited an incidential learning deficit but only under the high frequency condition. A possible explanation for this finding was discussed within the context of depth of processing. (Author)
Descriptors: Discrimination Learning, Incidental Learning, Mental Retardation, Verbal Learning
Peer reviewedSigelman, Carol K.; And Others – Mental Retardation, 1981
Rates of acquiescence were alarmingly high in institutions as well as community samples; lower IQ respondents tended to acquiesce more than higher IQ respondents; and, acquiescence had major effects on the content of responses. (Author)
Descriptors: Institutionalized Persons, Mental Retardation, Questioning Techniques, Verbal Communication
Dodd, David H.; Bradshaw, Jeffrey M. – Journal of Verbal Learning and Verbal Behavior, 1980
The effect of presupposition on memory depends upon a restricted class of pragmatic conditions. If certain intended misleaders are introduced, presupposition does not enter into memory. This was shown with two experiments in which subjects "remembered" an accident differently, depending upon whether misleading facts were introduced.…
Descriptors: Cognitive Processes, Language Processing, Memory, Pragmatics
