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An Amorphous Model for Morphological Processing in Visual Comprehension Based on Naive Discriminative Learning
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Baayen, R. Harald; Milin, Petar; Durdevic, Dusica Filipovic; Hendrix, Peter; Marelli, Marco – Psychological Review, 2011
A 2-layer symbolic network model based on the equilibrium equations of the Rescorla-Wagner model (Danks, 2003) is proposed. The study first presents 2 experiments in Serbian, which reveal for sentential reading the inflectional paradigmatic effects previously observed by Milin, Filipovic Durdevic, and Moscoso del Prado Martin (2009) for unprimed…
Descriptors: Foreign Countries, Models, Discrimination Learning, Visual Discrimination
Level of Discrimination for Recognition Judgments Reduced Following the Recognition of Semantically Related Words
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Ngo, Catherine T.; Sargent, Jesse; Dopkins, Stephen – Journal of Memory and Language, 2007
Participants read lists of words and then made recognition judgments to pairs of words, each of which consisted of a prime word and a test word. At issue was the effect of a semantic relationship between the prime word and the test word on the recognition judgment to the test word. Under standard recognition conditions, semantic priming impeded…
Descriptors: Familiarity, Semantics, Memory, Word Recognition
Discrimination Training: A Comparison of Two Procedures for Presenting Multiple Examples within a Fading and Non-Fading Paradigm.
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Van Laarhoven, Toni; Johnson, Jesse W.; Repp, Alan C.; Karsh, Kathryn G.; Lenz, Mark – Research in Developmental Disabilities, 2003
Two studies compared the effectiveness of two procedures (multiple examples across trials and within trials) in teaching 10 students (ages 10-20) with moderate disabilities functional word discriminations. The first procedure was superior in acquisition; the latter procedure, however, was better under generalization for most participants.…
Descriptors: Developmental Disabilities, Discrimination Learning, Elementary Secondary Education, Generalization
Aptitude by Treatment Interactions in Computer-Assisted Word Learning by Mentally Retarded Students.
Conners, Frances A. – American Journal on Mental Retardation, 1990
The investigation of interactions between the abilities of stimulus discrimination and simple learning and two instructional variables (discrimination difficulty and degree of overlearning) with 27 mentally retarded adolescents found an interaction between stimulus discrimination and the number of words presented at one time for learning…
Descriptors: Adolescents, Computer Assisted Instruction, Difficulty Level, Discrimination Learning
Establishing Conditional Discriminations: Concurrent versus Isolation-Intermix Instruction.
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Doyle, Patricia Munson; And Others – Research in Developmental Disabilities, 1989
The study compared the effectiveness and efficiency of concurrent and isolation-intermix instruction in teaching four preschool children to read common words in their environment. Concurrent instruction resulted in students learning conditional discriminations in fewer trials and minutes of instructional time suggesting the value of teaching…
Descriptors: Beginning Reading, Discrimination Learning, Instructional Effectiveness, Preschool Education
Use of Orthographic Structure and Reading Ability: What Relationship?
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Young-Loveridge, Jennifer M. – Journal of Experimental Child Psychology, 1985
Examines the role of experience in the use of orthographic structure by good and poor sixth-grade readers. Results showed that poor sixth-grade readers used orthographic structure to speed their matching judgments just as effectively as good sixth-grade readers. (HOD)
Descriptors: Cognitive Style, Comparative Analysis, Discrimination Learning, Grade 4
Review of Research on Sight Word Instruction.
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Browder, Diane M.; Lalli, Joseph S. – Research in Developmental Disabilities, 1991
This review of 20 years of literature on sight word instruction for individuals with handicaps examines effectiveness data for procedures teaching word recognition and comprehension. Covered are "errorless procedures," prompt elimination, stimulus fading, time delay, easy to hard discrimination, and trial and error with feedback. Two tables…
Descriptors: Developmental Disabilities, Difficulty Level, Discrimination Learning, Feedback