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Lai, Feng-Qi; Newby, Timothy J. – Australasian Journal of Educational Technology, 2012
The present study compared the impact of different categories of graphics used within a complex learning task. One hundred eighty five native English speaking undergraduates participated in a task that required learning 18 Chinese radicals and their English equivalent translations. A post-test only control group design compared performance…
Descriptors: Visual Aids, Cues, Animation, Undergraduate Students
Andreau, Jorge Mario; Funahashi, Shintaro – Brain and Cognition, 2011
The prefrontal cortex (PFC) is known to contribute to memory processes such as encoding representations into long-term-memory (LTM) and retrieving these representations from LTM. However, the details of the PFC's contribution to LTM processes are not well known. To examine the characteristics of the PFC's contribution to LTM processes, we analyzed…
Descriptors: Visual Stimuli, Memory, Brain Hemisphere Functions, Associative Learning
Warmington, Meesha; Hulme, Charles – Scientific Studies of Reading, 2012
This study examines the concurrent relationships between phoneme awareness, visual-verbal paired-associate learning, rapid automatized naming (RAN), and reading skills in 7- to 11-year-old children. Path analyses showed that visual-verbal paired-associate learning and RAN, but not phoneme awareness, were unique predictors of word recognition,…
Descriptors: Phonemes, Paired Associate Learning, Word Recognition, Reading Skills
Do Students Think That Difficult or Valuable Materials Should Be Restudied Sooner Rather than Later?
Cohen, Michael S.; Yan, Veronica X.; Halamish, Vered; Bjork, Robert A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
Despite the clear long-term benefits of spaced practice, students and teachers often choose massed practice. Whether learners actually fail to appreciate the benefits of spacing is, however, open to question. Early studies (e.g., Zechmeister & Shaughnessy, 1980) found that participants' judgments of learning were higher after massed than after…
Descriptors: Study Habits, Intervals, Time Management, Time Factors (Learning)
Knouse, Laura E.; Anastopoulos, Arthur D.; Dunlosky, John – Journal of Attention Disorders, 2012
ADHD in adulthood is associated with chronic academic impairments and problems with strategic memory encoding on standardized memory assessments, but little is known about self-regulated learning that might guide intervention. Objective: Examine the contribution of metamemory judgment accuracy and use of learning strategies to self-regulated…
Descriptors: Memory, Testing, Intervention, Learning Strategies
Li, Wing-Sze; Ho, Connie Suk-Han – Journal of Child Language, 2011
This study examined the extent and nature of lexical tone deficit in Chinese developmental dyslexia. Twenty Cantonese-speaking Chinese dyslexic children (mean age 8 ; 11) were compared to twenty average readers of the same age (CA control group, mean age 8 ; 11), and another twenty younger average readers of the same word reading level (RL control…
Descriptors: Control Groups, Reading, Dyslexia, Paired Associate Learning
Nakata, Tatsuya – Computer Assisted Language Learning, 2011
The present study aims to conduct a comprehensive investigation of flashcard software for learning vocabulary in a second language. Nine flashcard programs were analysed using 17 criteria derived from previous studies on flashcard learning as well as paired-associate learning. Results suggest that in general, most programs have been developed in a…
Descriptors: Computer Assisted Instruction, Second Language Instruction, Second Language Learning, Multilingualism
Soemer, Alexander; Schwan, Stephan – Journal of Educational Psychology, 2012
The literature on learning with animations has focused so far on subject matters in which changes over time depicted in the animation are mapped onto changes over time in the reality of the concepts to be learned. The experiments presented in this article, however, suggest that also a nontemporal mapping of facts, as in paired-associate learning…
Descriptors: Computer Assisted Instruction, Paired Associate Learning, Control Groups, Cues
Creel, Sarah C.; Dahan, Delphine – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2010
In a series of experiments, participants learned to associate black-and-white shapes with nonsense spoken labels (e.g., "joop"). When tested on their recognition memory, participants falsely recognized as correct a shape paired with a label that began with the same sounds as the shape's original label (onset-overlapping lure; e.g., "joob") more…
Descriptors: Familiarity, Paired Associate Learning, Recognition (Psychology), Oral Language
Thomas, Michael S. C.; Van Duuren, Mike; Purser, Harry R. M.; Mareschal, Denis; Ansari, Daniel; Karmiloff-Smith, Annette – Journal of Experimental Child Psychology, 2010
The domain of figurative language comprehension was used to probe the developmental relation between language and cognition in typically developing individuals and individuals with Williams syndrome. Extending the work of Vosniadou and Ortony, the emergence of nonliteral similarity and category knowledge was investigated in 117 typically…
Descriptors: Comprehension, Mental Retardation, Figurative Language, Verbal Ability
Houssart, Jenny; Evens, Hilary – International Journal of Research & Method in Education, 2011
This article explores theoretical and methodological issues associated with task-based interviews conducted with pairs of children. We explore different approaches to interviews from sociological, psychological and subject-based perspectives. Our interviews, concerning mathematical questions and carried out with pairs of 10 and 11-year-olds, are…
Descriptors: Conflict, Social Sciences, Interviews, Children
Sheridan, Heather; Reingold, Eyal M. – Journal of Memory and Language, 2012
The present experiments examined perceptual specificity effects using a rereading paradigm. Eye movements were monitored while participants read the same target word twice, in two different low-constraint sentence frames. The congruency of perceptual processing was manipulated by either presenting the target word in the same distortion typography…
Descriptors: Evidence, Eye Movements, Word Recognition, Word Frequency
Dong, Nianbo; Lipsey, Mark – Society for Research on Educational Effectiveness, 2010
This study uses simulation techniques to examine the statistical power of the group- randomized design and the matched-pair (MP) randomized block design under various parameter combinations. Both nearest neighbor matching and random matching are used for the MP design. The power of each design for any parameter combination was calculated from…
Descriptors: Simulation, Statistical Analysis, Cluster Grouping, Mathematical Models
Topping, Keith; Miller, David; Thurston, Allan; McGavock, Karen; Conlin, Nora – Literacy, 2011
A large-scale randomised-controlled trial of reading tutoring in 80 schools in Scotland used the Paired Reading (PR) technique. On long-term evaluation, cross-age PR was significantly better than regular teaching, but same-age was not. On short-term evaluation, PR pupils did significantly better than control pupils in both years, and cross-age and…
Descriptors: Achievement Gains, Foreign Countries, Reading Ability, Peer Teaching
Lervag, Arne; Hulme, Charles – Scientific Studies of Reading, 2010
We examined the growth of spelling skills in a large sample of Norwegian children (N = 228) over the first 3 years in school. The roles of phoneme awareness, letter knowledge, rapid automatized naming (RAN), visual-verbal paired-associate learning, and verbal short-term memory as predictors of later spelling skills were examined. Phoneme awareness…
Descriptors: Foreign Countries, Spelling, Reading Skills, Skill Development