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Peer reviewedBayer, Ann Shea – Journal of Research and Development in Education, 1986
Five teachers used exploratory talk as a tool for learning as they developed policy concerning the use of writing across the curriculum. Transcripts were analyzed for development of scientific concepts (learning) through increased use of specialized vocabulary (language growth). (Author/MT)
Descriptors: Adults, Associative Learning, Group Discussion, Learning Strategies
Peer reviewedStevick, Earl W. – Foreign Language Annals, 1984
Using "image" as a central concept, offers an interpretation of the similarities and differences between oral and written comprehension based on studies of both the associative and the generative properties of human memory. The practical consequences of this interpretation on second language teaching are listed. (SED)
Descriptors: Associative Learning, Listening Comprehension, Memory, Reading Comprehension
Peer reviewedWinters, John J. Jr.; Goettler, Diane R. – American Journal of Mental Deficiency, 1973
Descriptors: Associative Learning, Children, Exceptional Child Research, Learning Processes
Peer reviewedLevinson, Philip J.; Kunze, Luvern H. – Psychology in the Schools, 1973
This study examined the extent to which the Auditory Association subtest of the revised Illinois Test of Psycholinguistic Abilities (ITPA) measures the ability of children to complete verbal analogies. (Author)
Descriptors: Ability, Ability Identification, Associative Learning, Intellectual Development
Ushakova, T. N. – Psychological Questions, 1969
Descriptors: Associative Learning, Child Language, Language Patterns, Neurolinguistics
Peer reviewedDiCaprio, Nicholas S.; Perample, Thomas C. – Journal of Genetic Psychology, 1973
Two techniques of anxiety reduction are studied singly and in combination: rapid repetition of words and paired-associate learning. Paired-associate learning with Counteracting Response Associates yielded the best long-term reduction in response anxiety, which suggests the potential application of this technique in therapy. (Authors/CB)
Descriptors: Anxiety, Associative Learning, Data Analysis, Paired Associate Learning
Peer reviewedHall, James W. – American Journal of Psychology, 1972
The primary objective of the research reported in this paper was to examine the relationship between early formal school experiences and the development of certain learning and memory processes. (Author)
Descriptors: Associative Learning, Educational Background, Learning Processes, Paired Associate Learning
Peer reviewedDenney, Nancy Wadsworth – Child Development, 1972
Study concerned with the effects of procedural differences on the classification of geometrical stimuli. (Author)
Descriptors: Age Differences, Associative Learning, Classification, Cluster Grouping
Hall, James W. – J Educ Psychol, 1969
Descriptors: Association Measures, Associative Learning, Elementary School Students, Grade 1
Gallagher, Joseph W. – J Exp Child Psychol, 1969
This study examined the influence of semantic consistency (meaningfulness) and anomaly on the learning of three types of syntactic pairs. The results showed that meaningful pairs are learned with fewer errors than anomalous pairs. (Author)
Descriptors: Associative Learning, Language Acquisition, Semantics, Syntax
Dey, Mukul K. – Amer J Psychol, 1970
Descriptors: Associative Learning, Hypothesis Testing, Inhibition, Item Analysis
Peer reviewedSattler, Jerome M. – Journal of General Psychology, 1971
Descriptors: Associative Learning, College Students, Psychological Needs, Reinforcement
Peer reviewedAdler, Leonore Loeb – Journal of Psychology, 1970
Descriptors: Associative Learning, Attitudes, Cognitive Processes, Color
Sersen, Eugene A.; and others – Amer J Ment Deficiency, 1970
Descriptors: Associative Learning, Conditioning, Exceptional Child Research, Mental Retardation
Peer reviewedPellegrini, A. D. – Perceptual and Motor Skills, 1981
To investigate the extent to which free play versus a sequenced questioning paradigm facilitated preschoolers' associative fluency, 36 children were randomly assigned to one of three conditions: free play, questioning, or control, and asked to articulate novel uses for conventional objects. Responses in the questioning condition were significantly…
Descriptors: Association (Psychology), Associative Learning, Creative Development, Methods Research
