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Chapman, Kathy L.; Mervis, Carolyn B. – Journal of Child Language, 1989
The evolution of young children's categories, as measured by category name production, was studied. Results indicated that four sequences of category evolution were found, formed by the intersection of two factors: overlap vs. mutual exclusivity and first re-assignment separate vs. first re-assignment joint. (26 references) (Author/CB)
Descriptors: Associative Learning, Child Language, Classification, Language Acquisition
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Coney, Jeffrey; Serna, Peta – Journal of Creative Behavior, 1995
To evaluate Mednick's theory of the creative thinking process, an associative priming paradigm was used to measure latencies to lexical decisions primed by associations of low, medium, or high strength with 20 high-creative and 20 low-creative high school students. Mednick's theory that creative individuals show a flatter associative hierarchy…
Descriptors: Associative Learning, Cognitive Processes, Creative Thinking, Creativity
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Murdock, Bennet B. – Psychological Review, 1993
This article presents an extended version of the convolution-correlation memory model TODAM (theory of distributed associative memory) that eliminates some inadequacies of previous versions and provides a unified treatment of item, associative, and serial-order information. TODAM2 extends the chunking model to provide a general model for episodic…
Descriptors: Association (Psychology), Associative Learning, Equations (Mathematics), Information Retrieval
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Rovee-Collier, Carolyn – Journal of Experimental Child Psychology, 2001
Considers reasons for infants' selective looking and information gathering. Discusses three general theoretical issues raised by studies of selective looking, related to type of information gathered, speed of processing time, and the effect of prior exposure on processing time. Considers these issues in relation to Needham's study of infant…
Descriptors: Association (Psychology), Associative Learning, Cognitive Development, Cognitive Processes
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Bowey, Judith A.; Muller, David – Journal of Experimental Child Psychology, 2005
This study examined rapid orthographic learning following silent reading in third-grade children as a function of number of target nonword repetitions and test delay. In each of two test sessions at least 6 days apart, children read a series of short stories, with each story containing a different nonword repeated either four or eight times. In…
Descriptors: Silent Reading, Reading Processes, Phonology, Phonetic Transcription
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Dunlosky, John; Hertzog, Christopher; Powell-Moman, Amy – Developmental Psychology, 2005
Production, mediational, and utilization deficiencies, which describe how strategy use may contribute to developmental trends in episodic memory, have been intensively investigated. Using a mediator report-and-retrieval method, the authors present evidence concerning the degree to which 2 previously unexplored mediator-based deficits--retrieval…
Descriptors: Associative Learning, Age Differences, Recall (Psychology), Decoding (Reading)
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Gollan, Tamar H.; Salmon, David P.; Paxton, Jessica L. – Brain and Language, 2006
The hypothesis that Alzheimer's disease (AD) degrades semantic representations predicts that AD qualitatively alters spontaneous thoughts. In two experiments contrasting free associations to words with strong (e.g., "bride-groom") versus weak (e.g., "body-leg") associates participants with AD produced less common responses (e.g., "bride-pretty")…
Descriptors: Associative Learning, Alzheimers Disease, Semantics, Experimental Psychology
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Ellis, Nick C. – Applied Linguistics, 2006
This paper considers how fluent language users are rational in their language processing, their unconscious language representation systems optimally prepared for comprehension and production, how language learners are intuitive statisticians, and how acquisition can be understood as contingency learning. But there are important aspects of second…
Descriptors: Cues, Associative Learning, Language Acquisition, Attention
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Hale, John – Cognitive Science, 2006
A word-by-word human sentence processing complexity metric is presented. This metric formalizes the intuition that comprehenders have more trouble on words contributing larger amounts of information about the syntactic structure of the sentence as a whole. The formalization is in terms of the conditional entropy of grammatical continuations, given…
Descriptors: Sentences, Sentence Structure, Grammar, Prediction
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Parault, Susan J. – Contemporary Educational Psychology, 2006
Sound symbolism is the notion that the relation between word sounds and word meaning is not arbitrary for all words, but rather there is a subset of words in the world's languages for which sounds and their symbols have some degree of correspondence. This research investigates sound symbolism as a possible means of gaining semantic knowledge of…
Descriptors: Associative Learning, Phonology, Written Language, Semantics
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Kahana, Michael J.; Rizzuto, Daniel S.; Schneider, Abraham R. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2005
This article addresses the relation between item recognition and associative (cued) recall. Going beyond measures of performance on each task, the analysis focuses on the degree to which the contingency between successful recognition and successful recall of a studied item reflects the commonality of memory processes underlying the recognition and…
Descriptors: Correlation, Recognition (Psychology), Recall (Psychology), Models
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Lopez, Matias; Cantora, Raul; Aguado, Luis – Psicologica: International Journal of Methodology and Experimental Psychology, 2004
In four conditioned taste aversion experiments with rats as subjects, the effects of extinguished or pre-exposed flavors on retardation and summation tests was compared. Experiment 1 showed that when steps were taken to ensure similar exposure to the target flavor in all conditions, acquisition after pre-exposure and reacquisition after extinction…
Descriptors: Animals, Learning Processes, Experiments, Comparative Analysis
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Maurer, Daphne; Pathman, Thanujeni; Mondloch, Catherine J. – Developmental Science, 2006
A striking demonstration that sound-object correspondences are not completely arbitrary is that adults map nonsense words with rounded vowels (e.g. bouba) to rounded shapes and nonsense words with unrounded vowels (e.g. kiki) to angular shapes (Kohler, 1947; Ramachandran & Hubbard, 2001). Here we tested the bouba/kiki phenomenon in 2.5-year-old…
Descriptors: Control Groups, Vowels, Language Acquisition, Language Research
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Bermudez-Rattoni, Federico; Ramirez-Lugo, Leticia; Zavala-Vega, Sergio – Learning & Memory, 2006
Animals recognize a taste cue as aversive when it has been associated with post-ingestive malaise; this associative learning is known as conditioned taste aversion (CTA). When an animal consumes a new taste and no negative consequences follow, it becomes recognized as a safe signal, leading to an increase in its consumption in subsequent…
Descriptors: Memory, Associative Learning, Scientific Research, Ethology
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Kliegl, Reinhold; Risse, Sarah; Laubrock, Jochen – Journal of Experimental Psychology: Human Perception and Performance, 2007
Using the gaze-contingent boundary paradigm with the boundary placed after word n, the experiment manipulated preview of word n + 2 for fixations on word n. There was no preview benefit for 1st-pass reading on word n + 2, replicating the results of K. Rayner, B. J. Juhasz, and S. J. Brown (2007), but there was a preview benefit on the 3-letter…
Descriptors: Eye Movements, Perceptual Motor Coordination, Object Manipulation, Word Order
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