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Jacquet, Maud; French, Robert M. – Bilingualism: Language and Cognition, 2002
Dijkstra and van Heuven have made an admirable attempt to develop a new model of bilingual memory, the BIA+. Their article presents a clear and well-reasoned theoretical justification of their model, followed by a description of their model. The BIA+ is, as the name implies, an extension of the Bilingual Interactive Activation (BIA) model…
Descriptors: Monolingualism, Memory, Bilingualism, Linguistic Theory
Nyborg, Magne – 1982
A theoretical situation-person-interactions model of learning and performance is presented, and applications of the model through the Instrumental Language Functions (ILF) approach with preschool normal and older variously handicapped children and adults are described. The model is graphically depicted and discussed according to such aspects as…
Descriptors: Adults, Classification, Concept Formation, Decoding (Reading)
Peer reviewedRothkopf, E. Z.; Billington, M. J. – Journal of Educational Psychology, 1975
The purpose of this experiment was to develop a more explicit conceptual model regarding how learning goals influence learning from text than is currently available. (Author/DEP)
Descriptors: College Students, Incidental Learning, Learning Processes, Memory
Besner, D. – Quarterly Journal of Experimental Psychology, 1975
Article evaluated research studies completed by Baddeley-Ecob concerning the relationship between reaction time models and recognition memory. (Author/RK)
Descriptors: Experimental Psychology, Memory, Models, Psychological Studies
Peer reviewedRips, Lance J. – Psychological Review, 1983
The ANDS (A Natural Deduction System) model, described in this article, is a psychological theory of propositional reasoning that makes explicit assumptions about memory and control in deduction. A computer simulation of the ANDS model yields proofs similar to those of untrained subjects. (Author/BW)
Descriptors: Cognitive Processes, Computer Simulation, Deduction, Logical Thinking
Peer reviewedKuhn, David J. – Science Teacher, 1972
Summarizes research evidence based on models of cognitive structure and memory and suggests some instructional implications of the generalizations offered. (AL)
Descriptors: Learning Theories, Memory, Models, Research Reviews (Publications)
Peer reviewedBostrom, Robert N. – Human Communication Research, 1996
Describes several "inaccurate" statements made in L. Thomas' and T. Levine's article in this journal (volume 21, page 103) regarding the current author's research and positions on the listening construct. Suggests that Thomas' and Levine's model has serious methodological flaws. (RS)
Descriptors: Higher Education, Listening, Listening Skills, Memory
Peer reviewedThomas, L. Todd; Levine, Timothy R. – Human Communication Research, 1996
Presents comments about R. Bostrom's article in this journal. Suggests that Bostrom missed the point of Thomas' and Levine's original article. (RS)
Descriptors: Higher Education, Listening, Listening Skills, Memory
Peer reviewedHolliday, Robyn E.; Reyna, Valerie F.; Hayes, Brett K. – Developmental Review, 2002
Reviews empirical findings that misinformation effects in children are the product of automatic or unconscious and intentional or conscious processes. Outlines findings that show developmental change in cognitive processes underlying acceptance of misinformation in the absence of overall changes with age in the probability of reporting a…
Descriptors: Age Differences, Children, Memory, Models
Peer reviewedClark, Ruth Colvin – Performance Improvement, 2002
Discusses cognitive models of instruction that can help develop new models of Instructional Systems Design (ISD) that include cognitive task analysis to identify mental models; constructive assumptions of learning; working memory and long-term memory; retrieval of new knowledge and skills from long-term memory; and support of metacognitive skills.…
Descriptors: Constructivism (Learning), Instructional Design, Memory, Metacognition
Peer reviewedFletcher, Charles R.; Chrysler, Susan T. – Discourse Processes, 1990
Presents evidence that indicates recognition memory consists of three separate representations: a surface representation, a propositional textbase, and a situation model. (KEH)
Descriptors: Memory, Models, Reader Text Relationship, Reading Research
Peer reviewedAnderson, Michael C.; Spellman, Barbara A. – Psychological Review, 1995
The uncertain status of cognitive inhibitory mechanisms is addressed, focusing on their function in memory retrieval. Four experiments with 249 college students show that classical associative theories of interference are insufficient as accounts of forgetting and that inhibitory processes must be at work. (SLD)
Descriptors: College Students, Higher Education, Information Retrieval, Inhibition
Peer reviewedLewis, Michael B. – Cognition, 1999
Considers predictions derived from an instance-based model of effects of age of acquisition on face categorization. Describes test of predictions, which found that speed of college students' categorization of 185 faces from two television programs was influenced by frequency of occurrence on the show, time the characters were in the show, and time…
Descriptors: Classification, College Students, Individual Development, Memory
Peer reviewedWyer, Robert S., Jr.; Radvansky, Gabriel A. – Psychological Review, 1999
Proposes a theory of social cognition to account for the comprehension and verification of social information. The theory views comprehension as a process of constructing situation models of new information on the basis of previously formed models about its referents. The comprehension of both single statements and multiple pieces of information…
Descriptors: Cognitive Processes, Memory, Models, Nonverbal Learning
Peer reviewedWray, Alison; Perkins, Michael R. – Language & Communication, 2000
Proposes a model to account for the uses to which the individual puts formulaic language, and specifically, what determines the choice for that person of a holistic or analytic processing strategy at any given moment. Formulaic language is used to describe a phenomenon that encompasses various types of wordstrings that appear to be stored and…
Descriptors: Cognitive Processes, Interaction, Language Processing, Memory

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