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| Cues | 3 |
| Mediation Theory | 3 |
| Paired Associate Learning | 3 |
| Learning Processes | 2 |
| Recall (Psychology) | 2 |
| Adults | 1 |
| Associative Learning | 1 |
| Cognitive Style | 1 |
| Data Analysis | 1 |
| Discrimination Learning | 1 |
| Handicapped Children | 1 |
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Author
| Ashford, Donnell C. | 1 |
| Baumeister, Alfred A. | 1 |
| Kulhavy, Raymond W. | 1 |
| Royer, James M. | 1 |
| Ryan, Michael P. | 1 |
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| Reports - Research | 1 |
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Peer reviewedRoyer, James M.; Kulhavy, Raymond W. – Journal of Educational Psychology, 1973
Results suggested that: cue encoding leads to greater associative recall; there was no difference in likelihood of associative recall between items encoded in a stable manner and items encoded in an unstable manner; and encouraging to encode cues did not facilitate associative recall. (Authors)
Descriptors: Associative Learning, Cues, Data Analysis, Learning Processes
Peer reviewedAshford, Donnell C.; Baumeister, Alfred A. – Journal of Experimental Child Psychology, 1975
Presents a series of these experiments which examined cue function in trigram verbal discrimination learning by retarded subjects. The two variables of chief interest were: (1) trigram meaningfulness, and (2) reinforcement history. (Author/LLK)
Descriptors: Adults, Cues, Discrimination Learning, Handicapped Children
PDF pending restorationRyan, Michael P. – 1976
People sometimes forget a name or a word, and are plagued by the feeling that the sought-for word is somewhere in memory but not immediately available. The frequent description of this tip-of-the-tongue (TOT) phenomenon as subthreshold memory traces is challenged by data showing that TOT genesis and TOT recovery are distinct processes. In a verbal…
Descriptors: Cognitive Style, Cues, Higher Education, Learning Processes
