ERIC - Search Results

Descriptor

Difficulty Level	4
Paired Associate Learning	4
Word Recognition	4
Higher Education	2
Responses	2
Time Factors (Learning)	2
Verbal Stimuli	2
Visual Stimuli	2
Abstract Reasoning	1
Associative Learning	1
Cognitive Processes	1
Cognitive Style	1
Context Clues	1
Foreign Countries	1
Memorization	1
Memory	1
Performance Factors	1
Problem Sets	1
Problem Solving	1
Recall (Psychology)	1
Retention (Psychology)	1
Technical Reports	1
Verbal Ability	1
Verbal Learning	1
Word Lists	1
More ▼

Source

Contemporary Educational…	1
Journal of Experimental…	1
Perceptual and Motor Skills	1

Author

Cox, William F., Jr.	1
Lund, Arnold M.	1
Smith, Marilyn Chapnik	1
Underwood, Benton J.	1
Wicker, Frank W.	1

Publication Type

Reports - Research	2
Journal Articles	1

Education Level

Audience

Location

Canada

Laws, Policies, & Programs

Assessments and Surveys

What Works Clearinghouse Rating

Showing all 4 results Save | Export

The Effect of the Difficulty of One Task on the Simultaneous Learning of Another Task.

Underwood, Benton J.; Lund, Arnold M. – 1980

In simultaneous learning two verbal lists are interlaced for study, with each tested separately. In the present experiments simultaneous learning was used as a means of determining the conditions under which study time or learning resources might be reallocated between lists. One of the lists was called the standard list and remained constant…

Descriptors: Cognitive Style, Difficulty Level, Paired Associate Learning, Recall (Psychology)

Item Selection and Picture-Word Differences in Recognition and Recall

Peer reviewed

Wicker, Frank W. – Perceptual and Motor Skills, 1971

Descriptors: Difficulty Level, Memory, Paired Associate Learning, Performance Factors

Problem Solving as a Function of Abstract or Concrete Words

Peer reviewed

Cox, William F., Jr. – Contemporary Educational Psychology, 1978

To detect the underlying structural relationship or chain among certain memorized pairs, two groups of undergraduates verbally reordered previously memorized pairs of either concrete or abstract nouns. The superior performance of the concrete word subjects was attributed to the differential effect of imaginal versus verbal encoding. (Author/CP)

Descriptors: Abstract Reasoning, Difficulty Level, Higher Education, Memorization

Contextual Facilitation in a Letter Search Task Depends on How the Prime Is Processed.

Peer reviewed

Smith, Marilyn Chapnik – Journal of Experimental Psychology: Human Perception and Performance, 1979

Contextual facilitation appears to depend upon the mode of analysis of the prime. If the prime is analyzed as a meaningful unit, facilitation occurs. However, if it is subjected to a more discrete, letter-by-letter analysis, the priming effect vanishes. (Author/CP)

Descriptors: Associative Learning, Cognitive Processes, Context Clues, Difficulty Level