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Schindler, Julia; Richter, Tobias; Eyßer, Carolin – Frontline Learning Research, 2017
Generating information, compared to reading, improves learning and enhances long-term retention of the learned content. This so-called generation effect has been demonstrated repeatedly for recall and recognition of single words. However, before adopting generating as a learning strategy in educational contexts, conditions moderating the effect…
Descriptors: Psychological Patterns, Undergraduate Students, Foreign Countries, Predictor Variables
Yang, Chunliang; Chew, Siew-Jong; Sun, Bukuan; Shanks, David R. – Journal of Educational Psychology, 2019
Interim testing of studied information, compared with restudying or no treatment, facilitates subsequent learning and retention of new information--"the forward testing effect." Previous research exploring this effect has shown that interim testing of studied information from a given domain enhances subsequent learning and retention of…
Descriptors: Testing, Transfer of Training, Retention (Psychology), Prior Learning
Roberts, Theresa A.; Vadasy, Patricia F.; Sanders, Elizabeth A. – Grantee Submission, 2019
This study addressed two areas of inquiry: 1) the influence of enlisting three underlying cognitive learning processes (CLPs) in alphabet learning, and 2) order effects for letter name and letter sound instruction. Alphabet instruction was designed to enlist Paired Associate Learning (PAL) only, PAL plus Orthographic Learning (OL), or PAL plus…
Descriptors: Preschool Children, Alphabets, Learning Processes, Language Proficiency
Venker, Courtney E.; Haebig, Eileen; Edwards, Jan; Saffran, Jenny R.; Ellis Weismer, Susan – Journal of Autism and Developmental Disorders, 2016
Lexical comprehension is commonly measured by parent report, but it may be difficult for parents of children with ASD to accurately judge their child's comprehension. We compared parent report to an eye-gaze measure of lexical comprehension in which participants observed pairs of images on a screen, along with accompanying speech that named one of…
Descriptors: Lexicology, Young Children, Eye Movements, Autism
Pereira, Lis; Manguilimotan, Erlyn; Matsumoto, Yuji – CALICO Journal, 2016
One of the challenges of learning Japanese as a Second Language (JSL) is finding the appropriate word for a particular usage. To address this challenge, we developed a collocational aid designed to suggest more appropriate collocations in Japanese. In particular, we address the problem of generating and ranking noun and verb candidates for…
Descriptors: Japanese, Second Language Instruction, Language Usage, Verbs
Ariel, Robert; Karpicke, Jeffrey D. – Grantee Submission, 2018
Repeated retrieval practice is a powerful learning tool for promoting long-term retention, but students use this tool ineffectively when regulating their learning. The current experiments evaluated the efficacy of a minimal intervention aimed at improving students' self-regulated use of repeated retrieval practice. Across 2 experiments, students…
Descriptors: Self Management, Recall (Psychology), Retention (Psychology), Intervention
Klemm, W. R. – Journal of College Science Teaching, 2017
Instead of flipping a conventional college course, here we consider flipping part of a conventional course into a whole new course. The idea tested here for three semesters was to split a full-featured traditional course into two linked courses: a condensed, 1-credit-hour, online mass-enrollment course on core ideas and skills paired with a…
Descriptors: Paired Associate Learning, College Instruction, Online Courses, Introductory Courses
Kwong, Elena; Burns, Matthew K. – School Psychology International, 2016
The current study examined the effectiveness of Incremental Rehearsal (IR) for teaching Chinese character recognition using a single-case experimental design. In addition, a morphological component was added to standard IR procedures (IRM) to take into account the role of morphological awareness in Chinese reading. Three kindergarten students in…
Descriptors: Character Recognition, Chinese, Morphology (Languages), Teaching Methods
Campbell, Karen L.; Trelle, Alexandra; Hasher, Lynn – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2014
Older adults show hyper- (or excessive) binding effects for simultaneously and sequentially presented distraction. Here, we addressed the potential role of hyper-binding in paired-associate learning. Older and younger adults learned a list of word pairs and then received an associative recognition task in which rearranged pairs were formed from…
Descriptors: Age Differences, Paired Associate Learning, Time, Older Adults
Wang, Hua-Chen; Wass, Malin; Castles, Anne – Scientific Studies of Reading, 2017
Paired-associate learning is a dynamic measure of the ability to form new links between two items. This study aimed to investigate whether paired-associate learning ability is associated with success in orthographic learning, and if so, whether it accounts for unique variance beyond phonological decoding ability and orthographic knowledge. A group…
Descriptors: Paired Associate Learning, Orthographic Symbols, Foreign Countries, Grade 3
Huff, Mark J.; Balota, David A.; Hutchison, Keith A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
We examined whether 2 types of interpolated tasks (i.e., retrieval-practice via free recall or guessing a missing critical item) improved final recognition for related and unrelated word lists relative to restudying or completing a filler task. Both retrieval-practice and guessing tasks improved correct recognition relative to restudy and filler…
Descriptors: Testing, Guessing (Tests), Memory, Retention (Psychology)
Davis, Sara D.; Chan, Jason C. K. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
Retrieving studied materials often enhances subsequent learning of new materials (Pastötter & Bäuml, 2014). However, retrieval has also been shown to impair new learning (Finn & Roediger, 2013). In this article, we attempted to determine when retrieval enhances and when it impairs new learning. We argue that testing impairs new learning…
Descriptors: Recall (Psychology), Information Retrieval, Testing, Testing Problems
Litt, Robin A.; de Jong, Peter F.; van Bergen, Elsje; Nation, Kate – Journal of Experimental Child Psychology, 2013
Recent research suggests that visual-verbal paired associate learning (PAL) may tap a crossmodal associative learning mechanism that plays a distinct role in reading development. However, evidence from children with dyslexia indicates that deficits in visual-verbal PAL are strongly linked to the verbal demands of the task. The primary aim of this…
Descriptors: Dyslexia, Paired Associate Learning, Structural Equation Models, Reading Ability
Vallila-Rohter, Sofia; Kiran, Swathi – American Journal of Speech-Language Pathology, 2013
Purpose: The purpose of the current study was to explore nonlinguistic learning ability in individuals with aphasia, examining the impact of stimulus typicality and feedback on success with learning. Method: Eighteen individuals with aphasia and 8 nonaphasic controls participated in this study. All participants completed 4 computerized,…
Descriptors: Aphasia, Adults, Training Methods, Stimuli
Mahowald, Kyle; Fedorenko, Evelina; Piantadosi, Steven T.; Gibson, Edward – Cognition, 2013
A major open question in natural language research is the role of communicative efficiency in the origin and on-line processing of language structures. Here, we use word pairs like "chimp/chimpanzee", which differ in length but have nearly identical meanings, to investigate the communicative properties of lexical systems and the communicative…
Descriptors: Language Processing, Language Research, Natural Language Processing, Information Theory