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| Data Analysis | 6 |
| Discrimination Learning | 6 |
| Learning Theories | 6 |
| Task Performance | 3 |
| Verbal Learning | 3 |
| Performance Factors | 2 |
| Responses | 2 |
| Word Frequency | 2 |
| Abstract Reasoning | 1 |
| Association (Psychology) | 1 |
| Classification | 1 |
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| Anderson, Daniel R. | 1 |
| Gamboni, William R. | 1 |
| Klausmeier, Herbert J. | 1 |
| Newby, Robert W. | 1 |
| Underwood, B. J. | 1 |
| Wallace, William P. | 1 |
| Young, Robert K. | 1 |
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| Reports - Research | 1 |
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Peer reviewedAnderson, Daniel R. – Journal of Experimental Child Psychology, 1972
Data were interpreted as suggesting that incidental learning may not be cumulative over trials, but rather, may be due to memory of the last trial. (Author)
Descriptors: Cues, Data Analysis, Discrimination Learning, Grade 2
Underwood, B. J. – Journal of Experimental Psychology, 1972
Results of these experiments are evaluated in conjunction with the hypothesis that frequency information is a dominant attribute in recognition decisions. (Author/MB)
Descriptors: Data Analysis, Discrimination Learning, Learning Theories, Memory
Peer reviewedWallace, William P. – American Journal of Psychology, 1972
Experiment was concerned with the validity of the assumptions involved in the proposal of some minor modifications in the frequency theory of verbal-discrimination learning. (Author/CB)
Descriptors: Data Analysis, Discrimination Learning, Learning Theories, Paired Associate Learning
Newby, Robert W.; Young, Robert K. – Journal of Experimental Psychology, 1972
Results indicate that the RCR (rehearsal-of-the-correct-alternative response) plays an important role such that when the RCR is inhibited, performance is reduced. (Authors/CB)
Descriptors: Association (Psychology), Data Analysis, Discrimination Learning, Learning Modalities
Gamboni, William R.; And Others – Journal of Experimental Psychology, 1972
Descriptors: Data Analysis, Discrimination Learning, Learning Theories, Reinforcement
Klausmeier, Herbert J.; And Others – 1976
Piaget's model of children's conceptual learning and development was compared with Klausmeier's Conceptual Learning and Development (CLD) model in a longitudinal study. The CLD model suggests four successive levels of concept learning: (1) concrete--recognizing an object which has been encountered previously; (2) identity--recognizing a known…
Descriptors: Abstract Reasoning, Classification, Cognitive Development, Cognitive Measurement
