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Aydin, Fatih – Research in Science & Technological Education, 2015
Background: Today, for most of us, technology is a vital and inevitable part of our lives. Due to its widespread use, a great emphasis is being given to educating generations about technology. And, every individual has his/her own style of organizing and collecting information. Purpose: The purpose of the present study is to identify the…
Descriptors: Preservice Teachers, Science Teachers, Cognitive Style, Science Education
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Namy, Laura L. – Language Learning and Development, 2012
This paper evaluates the proposal that general associative mechanisms underlie the earliest stages of word learning but that these same general mechanisms, operating over language input, enable children to identify domain-specific cues that ultimately help to constrain word learning, rendering children more sophisticated language users. As a…
Descriptors: Intellectual Disciplines, Vocabulary Development, Cues, Linguistic Input
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Al-Hoorie, Ali H. – Studies in Second Language Learning and Teaching, 2016
This paper reports the first investigation in the second language acquisition field assessing learners' implicit attitudes using the Implicit Association Test, a computerized reaction-time measure. Examination of the explicit and implicit attitudes of Arab learners of English (N = 365) showed that, particularly for males, implicit attitudes toward…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Individual Differences
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Algarabel, S.; Pitarque, A.; Combita, L. M.; Rodriguez, L. A. – Psicologica: International Journal of Methodology and Experimental Psychology, 2013
We study the contribution of implicit relatedness to associative recognition in two experiments. In the first experiment, we showed an implicit improvement in recognition when the stimulus elements of each word pair shared common letters and they were unpaired at test. Moreover, when asked to study the stimuli under divided attention, recollection…
Descriptors: Recognition (Psychology), Recall (Psychology), Tests, Associative Learning
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Zhang, Xiaohong; Han, Zaizhu; Bi, Yanchao – Applied Psycholinguistics, 2013
Using the blocked-translation paradigm with healthy participants, we examined Crutch and Warrington's hypothesis that concrete and abstract concepts are organized by distinct principles: concrete concepts by semantic similarities and abstract ones by associations. In three experiments we constructed two types of experimental blocking (similar…
Descriptors: Translation, Semantics, Language Impairments, Psycholinguistics
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Rabagliati, Hugh; Pylkkanen, Liina; Marcus, Gary F. – Developmental Psychology, 2013
Language is rife with ambiguity. Do children and adults meet this challenge in similar ways? Recent work suggests that while adults resolve syntactic ambiguities by integrating a variety of cues, children are less sensitive to top-down evidence. We test whether this top-down insensitivity is specific to syntax or a general feature of children's…
Descriptors: Ambiguity (Semantics), Syntax, Psycholinguistics, Infants
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Braem, Senne; Verguts, Tom; Notebaert, Wim – Journal of Experimental Psychology: Human Perception and Performance, 2011
Cognitive control is responsible for adapting information processing in order to carry out tasks more efficiently. Contrasting global versus local control accounts, it has recently been proposed that control operates in an associative fashion, that is, by binding stimulus-response associations after detection of conflict (Verguts & Notebaert,…
Descriptors: Conflict, Associative Learning, Cognitive Processes, Prediction
Velasco, Saulo M.; Huziwara, Edson M.; Machado, Armando; Tomanari, Gerson Y. – Journal of the Experimental Analysis of Behavior, 2010
The present experiment investigated whether pigeons can show associative symmetry on a two-alternative matching-to-sample procedure. The procedure consisted of a within-subject sequence of training and testing with reinforcement, and it provided (a) exemplars of symmetrical responding, and (b) all prerequisite discriminations among test samples…
Descriptors: Animals, Associative Learning, Reinforcement, Training
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Swart, Nicole M.; Muijselaar, Marloes M. L.; Steenbeek-Planting, Esther G.; Droop, Mienke; de Jong, Peter F.; Verhoeven, L. – Reading and Writing: An Interdisciplinary Journal, 2017
The mental lexicon plays a central role in reading comprehension (Perfetti & Stafura, 2014). It encompasses the number of lexical entries in spoken and written language (vocabulary breadth), the semantic quality of these entries (vocabulary depth), and the connection strength between lexical representations (semantic relatedness); as such, it…
Descriptors: Reading Comprehension, Grade 4, Predictor Variables, Semantics
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Yoon, Jinah; Seo, Yeran; Kim, Jangjin; Lee, Inah – Learning & Memory, 2012
Cued retrieval of memory is typically examined with delay when testing hippocampal functions, as in delayed matching-to-sample tasks. Equally emphasized in the literature, on the other hand, is the hippocampal involvement in making arbitrary associations. Paired associate memory tasks are widely used for examining this function. However, the two…
Descriptors: Memory, Brain Hemisphere Functions, Cues, Recall (Psychology)
Ha, Oh Ryeong – ProQuest LLC, 2013
The ability to form associations between words and objects rapidly with a short amount of exposure is a marker of more proficient word learners in typically developing (TD) infants. Investigating the underlying mechanisms for how words are associated with objects is necessary for understanding early word learning in the TD population as well as in…
Descriptors: Associative Learning, Genetic Disorders, Infants, Comparative Analysis
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Geng, Jingyi; Schnur, Tatiana T. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
In 4 word-translation experiments, we examined the different representational frameworks theory (Crutch & Warrington, 2005; 2010) that concrete words are represented primarily by category, whereas abstract words are represented by association. In our experiments, Chinese-English bilingual speakers were presented with an auditory Chinese word…
Descriptors: Translation, Chinese, English (Second Language), Second Language Learning
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Yücel, Elif Özata; Özkan, Mulis – Educational Research and Reviews, 2015
In this study, we determined cognitive structures and misconceptions about basic ecological concepts by using "word association" tests on secondary school students, age between 12-14 years. Eighty-nine students participated in this study. Before WAT was generated, basic ecological concepts that take place in the secondary science…
Descriptors: Secondary School Students, Cognitive Structures, Misconceptions, Ecological Factors
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Mota, Theo; Giurfa, Martin; Sandoz, Jean-Christophe – Learning & Memory, 2011
A sophisticated form of nonelemental learning is provided by occasion setting. In this paradigm, animals learn to disambiguate an uncertain conditioned stimulus using alternative stimuli that do not enter into direct association with the unconditioned stimulus. For instance, animals may learn to discriminate odor rewarded from odor nonrewarded…
Descriptors: Animals, Stimuli, Entomology, Color
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Sahin, Çigdem – Asia-Pacific Forum on Science Learning and Teaching, 2014
In this study, the views of the Prospective Science Teacher (PST)s about the human eye were examined. The following data collection tools were used: the Word Association Test (WAT), open ended questions, drawing technique, two tiered question item and an interview about concepts. The data of the study whose sample consisted of 34 PSTs were…
Descriptors: Preservice Teachers, Science Teachers, Pedagogical Content Knowledge, Elementary School Teachers
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