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| Elementary School Students | 4 |
| Paired Associate Learning | 4 |
| Performance Factors | 4 |
| Pictorial Stimuli | 2 |
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| Auditory Stimuli | 1 |
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| RiCharde, Stephen | 1 |
| Rohwer, William D., Jr. | 1 |
| Shanahan, Morris W. | 1 |
| Wang, Alvin Y. | 1 |
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Peer reviewedLippman, Marcia Z.; Shanahan, Morris W. – Journal of Educational Psychology, 1973
Results indicated that interaction, even when nonmeaningful, was more facilitating than juxtaposition of picture and words. (Authors)
Descriptors: Elementary School Students, Interaction, Paired Associate Learning, Performance Factors
Peer reviewedKee, Daniel W.; Rohwer, William D., Jr. – Journal of Experimental Child Psychology, 1974
The effects of aural and pictorial elaborative prompts were estimated separately for response and associative phase components of children's noun-pair learning. Indices of response learning revealed equivalent effects among prompt conditions whereas measures of associative learning demonstrated substantial performance facilitation as a function of…
Descriptors: Auditory Stimuli, Cues, Elementary School Students, Paired Associate Learning
Peer reviewedHorvitz, James M.; Levin, Joel R. – Journal of Experimental Child Psychology, 1972
Imagery instructions facilitated the performance of sixth-, but not third-graders. (Authors)
Descriptors: Age Differences, Data Analysis, Elementary School Students, Imagery
Download full textRiCharde, Stephen; Wang, Alvin Y. – 1985
To test the hypothesis that a bidirectional or hierarchical relationship exists between self-efficacy and mnemonic self-concept, an investigation was made of the relationship between a task-independent learning strategy and self-efficacy for a variety of cognitive skills. A total of 60 second graders were pretested for self-efficacy on four…
Descriptors: Elementary School Students, Generalization, Grade 2, Memorization
