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Liu, Chang Hong; Bhuiyan, Md. Al-Amin; Ward, James; Sui, Jie – Journal of Experimental Psychology: Human Perception and Performance, 2009
The relationship between pose and illumination learning in face recognition was examined in a yes-no recognition paradigm. The authors assessed whether pose training can transfer to a new illumination or vice versa. Results show that an extensive level of pose training through a face-name association task was able to generalize to a new…
Descriptors: Recognition (Psychology), Human Body, Generalization, Visual Perception
Howard, Marc W.; Jing, Bing; Rao, Vinayak A.; Provyn, Jennifer P.; Datey, Aditya V. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2009
In episodic memory tasks, associations are formed between items presented close together in time. The temporal context model (TCM) hypothesizes that this contiguity effect is a consequence of shared temporal context rather than temporal proximity per se. Using double-function lists of paired associates (e.g., A-B, B-C) presented in a random order,…
Descriptors: Recall (Psychology), Models, Experiments, College Students
Moravec, Marin; Williams, Adrienne; Aguilar-Roca, Nancy; O'Dowd, Diane K. – CBE - Life Sciences Education, 2010
Actively engaging students in lecture has been shown to increase learning gains. To create time for active learning without displacing content we used two strategies for introducing material before class in a large introductory biology course. Four to five slides from 2007/8 were removed from each of three lectures in 2009 and the information…
Descriptors: Active Learning, Biology, Lecture Method, Introductory Courses
Sparks, Richard L.; Humbach, Nancy; Patton, Jon; Ganschow, Leonore – Modern Language Journal, 2011
A factor analysis of a test battery that included early first-language (L1) achievement, L1 cognitive ability, second-language (L2) aptitude, and L2 affective measures to predict oral and written L2 proficiency was conducted. The analysis yielded 4 factors that were labeled Language Analysis, composed of L1 and L2 language comprehension, grammar,…
Descriptors: Reading Difficulties, Phonology, Paired Associate Learning, Affective Measures
Layer, Stacy A.; Hanley, Gregory P.; Heal, Nicole A.; Tiger, Jeffrey H. – Journal of Applied Behavior Analysis, 2008
This study sought to determine the accuracy of an assessment format in which selection outcomes were delayed and probabilistic; these are unavoidable features of an assessment designed to determine preferences of multiple children simultaneously. During the single arrangement, preference hierarchies were established by having a child repeatedly…
Descriptors: Student Evaluation, Preschool Children, Probability, Paired Associate Learning
Li, Hong; Shu, Hua; McBride-Chang, Catherine; Liu, Hong Yun; Xue, Jin – Journal of Experimental Child Psychology, 2009
A total of 82 Chinese 11- and 12-year-olds with and without dyslexia were tested on four paired associate learning (PAL) tasks, phonological awareness, morphological awareness, rapid naming, and verbal short-term memory in three different experiments. Experiment 1 demonstrated that children with dyslexia were significantly poorer in visual-verbal…
Descriptors: Dyslexia, Phonological Awareness, Paired Associate Learning, Short Term Memory
Clarke, Doug M.; Roche, Anne – Educational Studies in Mathematics, 2009
As part of individual interviews incorporating whole number and rational number tasks, 323 grade 6 children in Victoria, Australia were asked to nominate the larger of two fractions for eight pairs, giving reasons for their choice. All tasks were expected to be undertaken mentally. The relative difficulty of the pairs was found to be close to that…
Descriptors: Numbers, Foreign Countries, Grade 6, Teaching Methods
Torppa, Minna; Georgiou, George; Salmi, Paula; Eklund, Kenneth; Lyytinen, Heikki – Scientific Studies of Reading, 2012
We examined the double-deficit hypothesis in Finnish. One hundred five Finnish children with high familial risk for dyslexia and 90 children with low family risk were followed from the age of 3 1/2 years until Grade 3. Children's phonological awareness, rapid naming speed, text reading, and spelling were assessed. A deficit in rapid automatized…
Descriptors: Reading Difficulties, Spelling, Phonological Awareness, Reading Rate
Kovack-Lesh, Kristine A.; Oakes, Lisa M. – Journal of Experimental Child Psychology, 2007
We investigated how exposure to pairs of different items (as compared with pairs of identical items) influences 10-month-olds' (n=79) categorization of horses versus dogs in an object-examining task. Infants responded to an exclusive category when familiarized with pairs of different items but not when familiarized with pairs of identical items…
Descriptors: Infants, Classification, Horses, Animals
Lervag, Arne; Braten, Ivar; Hulme, Charles – Developmental Psychology, 2009
The authors present the results of a 2-year longitudinal study of 228 Norwegian children beginning some 12 months before formal reading instruction began. The relationships between a range of cognitive and linguistic skills (letter knowledge, phoneme manipulation, visual-verbal paired-associate learning, rapid automatized naming (RAN), short-term…
Descriptors: Reading Difficulties, Phonemes, Early Reading, Paired Associate Learning
Humphreys, Michael S.; Maguire, Angela M.; McFarlane, Kimberley A.; Burt, Jennifer S.; Bolland, Scott W.; Murray, Krista L.; Dunn, Ryan – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2010
We examined associative and item recognition using the maintenance rehearsal paradigm. Our intent was to control for mnemonic strategies; to produce a low, graded level of learning; and to provide evidence of the role of attention in long-term memory. An advantage for low-frequency words emerged in both associative and item recognition at very low…
Descriptors: Cues, Familiarity, Short Term Memory, Recognition (Psychology)
Lott, Susan Nitzberg; Sample, Diane M.; Oliver, Robyn T.; Lacey, Elizabeth H.; Friedman, Rhonda B. – Neuropsychologia, 2008
People with phonologic alexia often have difficulty reading functors and verbs, in addition to pseudowords. Friedman et al. [Friedman, R. B., Sample, D. M, & Lott, S. N. (2002). The role of level of representation in the use of paired associate learning for rehabilitation of alexia. "Neuropsychologia, 40", 223-234] reported a successful treatment…
Descriptors: Phonemes, Phonology, Verbs, Grammar
Forcato, Cecilia; Burgos, Valeria L.; Argibay, Pablo F.; Molina, Victor A.; Pedreira, Maria E.; Maldonado, Hector – Learning & Memory, 2007
The reconsolidation hypothesis states that a consolidated memory could again become unstable and susceptible to facilitation or impairment for a discrete period of time after a reminder presentation. The phenomenon has been demonstrated in very diverse species and types of memory, including the human procedural memory of a motor skill task but not…
Descriptors: Training, Syllables, Paired Associate Learning, Memory
Yang, Chin Lung; Perfetti, Charles A.; Schmalhofer, Franz – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2007
An event-related potentials (ERPs) study examined word-to-text integration processes across sentence boundaries. In a two-sentence passage, the accessibility of a referent for the first content word of the second sentence (the target word) was varied by the wording of the first sentence in one of the following ways: lexically (explicitly using…
Descriptors: Inferences, Sentences, Word Recognition, Lexicology
Young, Joseph L.; Schiffer, Robert L. – Journal of Experimental Psychology, 1971
Descriptors: Paired Associate Learning, Responses