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Download full textSchindler, Julia; Richter, Tobias; Eyßer, Carolin – Frontline Learning Research, 2017
Generating information, compared to reading, improves learning and enhances long-term retention of the learned content. This so-called generation effect has been demonstrated repeatedly for recall and recognition of single words. However, before adopting generating as a learning strategy in educational contexts, conditions moderating the effect…
Descriptors: Psychological Patterns, Undergraduate Students, Foreign Countries, Predictor Variables
Peer reviewedYen, Wendy, M. – Journal of Educational Psychology, 1978
An information processing model was fitted to individual learning of paired associates and word definitions for 378 fifth to tenth-grade students. Reliable individual differences in acquisition rate and long-term retention were found. Correlations with traditional aptitude and achievement scores were discussed; no significant sex or ethnic group…
Descriptors: Cognitive Processes, Elementary Secondary Education, Individual Differences, Learning Processes
And Others; Sperber, Richard D. – Journal of Experimental Psychology, 1973
Multiple discrimination problems were presented concurrently to retarded children for 1, 2, 4, or 8 massed trials a day for a total of 16 trials per problem. (Editor)
Descriptors: Handicapped Children, Memorization, Memory, Mental Retardation
Reynolds, Donald; Rosenblatt, Richard D. – 1965
This annotated bibliography on memory is divided into 12 areas: information theory; proactive and retroactive interference and interpolated activities; set, subject strategies, and coding techniques; paired associate studies; simultaneous listening and memory span studies; rate and mode of stimulus presentation; rate and order of recall, and…
Descriptors: Age Differences, Annotated Bibliographies, Cues, Information Theory
