We tracked the evolvement of naming-related cortical dynamics with magnetoencephalography when five normal adults successfully learned names and/or meanings of unfamiliar objects. In all subjects, the learning of new names was associated with pronounced cortical effects. The learning effect was of long latency and emerged as a change of activation…

This paper outlines current cognitive perspectives on second language acquisition (SLA). The Associative-Cognitive CREED holds that SLA is governed by the same principles of associative and cognitive learning that underpin the rest of human knowledge. The major principles of the framework are that SLA is Construction-based, Rational,…

Although traditional learning theories are based on a demonstrative view of cognition, human beings tend to reason both demonstratively and dialectically. To examine the dialectical theory five studies were conducted. In the first study subjects rated words that could be used as personality descriptors for likability and subsequently learned them…

A study was designed to determine if the results of a previous investigation could be duplicated, and if so, whether the observed effect was independent of content. The results of the earlier study had indicated that shifting from one form or "code" of expression to another inhibits a student's ability to express a concept explaining a physical…

This curriculum is designed primarily for individualized classrooms where the teacher is working with an assistant, but has also been proven effective in traditional classrooms and in remedial situations. It is designed to test and teach children the basic abilities (readiness skills) assumed by the present primary-grade reading, writing,…

Three procedures for use in assessing imagery behavior were examined with the intent of finding a prognastic tool that would help the behavior therapist evaluate the applicability and/or the progress of an imagery intervention such as covert sensitization or implosion therapy. The authors attempted to replicate and extend portions of earlier…

Study of a one-year-old's earliest use of prepositions found that spatial oppositions ("up-down") were learned first, and used in non-prepositional senses prior to prepositional usage. "With,""by,""to,""for,""at," and "of" were learned later and used to express case relationships and more often misused and omitted than the earlier-learned…

Contextual facilitation appears to depend upon the mode of analysis of the prime. If the prime is analyzed as a meaningful unit, facilitation occurs. However, if it is subjected to a more discrete, letter-by-letter analysis, the priming effect vanishes. (Author/CP)

Different effects of instructional strategies on recall and comprehension of terms frequently used in formal analysis of art were examined. The study looked at a synthesis of three theoretical positions: dual-coding theory, schema theory, and elaboration theory. Two-hundred and fifty sixth-grade students were randomly assigned to three groups:…

An earlier study showed that responses are remembered better when subjects produce them from cues, than when subjects read cue-response pairs. The decided memory advantage for generated targets relative to read ones is known as the generation effect. The present research is designed to study the generation effect for cues, following a…

A rationale for teaching beginning reading from a learning theory perspective that is compatible with Jean Piaget's theory of cognitive development is presented in this paper. The model offered is based on a linguistic analysis and on current research. The logical thinking skills characteristic of each stage of development proposed by Piagetian…

The four experiments of this study represent the first stage on a program of research designed to clarify the nature and development of certain implicit verbal behavior and to move toward application of this knowledge to school learning situations and problems. Specifically, the experiments were created to investigate some aspect of the implicit…

Carter's model of affective relations (1965) and Chaffee's research on cognitive discrepancies and communication (1959) are used to test the hypotheses that increasing an attribute's discriminatory power will increase attribute salience and that increasing the exclusiveness of an object's attributes will increase objective salience. The current…

Reviews "Levels of Cognitive Development," which presents a theory of cognitive development integrating discrimination- learning research with understanding of higher cognitive processes. Argues that strengths include its presentation of systematic research and providing continuity between past and present models. Weaknesses include…

Reviews research on the nature of attention and memory and proposes a model of the relationship between them during second-language acquisition complementary to Schmidt's noticing hypothesis and oppositional to Krashen's dual-system hypothesis. The article maintains that differential performance on implicit and explicit learning and memory…