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Bruning, Iva Linnell – Educational Communication and Technology: A Journal of Theory, Research, and Development, 1983
Proposes a cognitive information processing approach to instructional theory, which emphasizes the learner's role as opposed to the efficacy of different instructional methods, and posits that student use of cognitive strategies is an important part of the learning process. Findings of prior research are reviewed. Sixty-four references are…
Descriptors: Cognitive Style, Educational Research, Educational Theories, Instructional Design
Peer reviewed Peer reviewed
Zimler, Jerome; Keenan, Janice M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 1983
Three experiments compared congenitally blind and sighted adults and children on paired-associate, free-recall, and imaging tasks presumed to involve visual imagery in memory. In all three, blind subjects' performances were remarkably similar to the sighted. Results challenge previous explanations of performance such as Paivio's (1971). (Author/RD)
Descriptors: Adults, Age Differences, Blindness, Cluster Grouping
Peer reviewed Peer reviewed
Park, Denise Cortis; And Others – Journal of Gerontology, 1983
Tested recognition memory for items and spatial location by varying picture and word stimuli across four slide quadrants. Results showed a pictorial superiority effect for item recognition and a greater ability to remember the spatial location of pictures versus words for both old and young adults (N=95). (WAS)
Descriptors: Age Differences, Aging (Individuals), Cognitive Style, College Students
Peer reviewed Peer reviewed
Petros, Thomas V.; And Others – Journal of Gerontology, 1983
Investigated adult age differences in accessing and retrieving information from long-term memory. Results showed that older adults (N=26) were slower than younger adults (N=35) at feature extraction, lexical access, and accessing category information. The age deficit was proportionally greater when retrieval of category information was required.…
Descriptors: Age Differences, Aging (Individuals), Cognitive Processes, College Students
Instructor, 1983
This article explains two techniques for helping students develop long-term memory skills and retain information taught in class. One technique relies on mental pictures to keep track of a numbered series of items; the other depends on key words derived from the material that must be memorized. (PP)
Descriptors: Association (Psychology), Elementary Secondary Education, Long Term Memory, Memorization
Peer reviewed Peer reviewed
McDade, Hiram L.; And Others – Journal of Speech and Hearing Disorders, 1982
Results indicated that Ss were able to accurately repeat sentences which they did not understand as long as imitation was immediate. Delaying imitation three seconds adversely affected imitation of noncomprehended sentences while having no significant effect on comprehended sentences. (Author)
Descriptors: Expressive Language, Grammar, Imitation, Language Acquisition
Peer reviewed Peer reviewed
Wilhite, Stephen C. – Journal of Educational Psychology, 1983
The effects of prepassage questions quizzing information of different structural importance on college students' memory for expository prose passages were compared. Results indicated that questions which direct the subjects' attention to material at the top of the organizational structure facilitate the effective encoding of the central…
Descriptors: Advance Organizers, Cognitive Processes, Comprehension, Context Clues
Peer reviewed Peer reviewed
Konold, Clifford E.; Bates, John A. – Contemporary Educational Psychology, 1982
Significant correlations between measures of cognitive structure and performance were found using a procedure distinguishing between episodic and semantic memory as an heuristic with achievement test items. The design increased the likelihood of indications of semantic memory. Higher-order and lower-order cognitive processes are discussed.…
Descriptors: Achievement Tests, Cognitive Measurement, Cognitive Processes, Evaluation Criteria
Peer reviewed Peer reviewed
Byrne, Brian; Arnold, Lynn – British Journal of Psychology, 1981
Groups of good and poor readers were tested on free recall of 10-word lists. The poor readers demonstrated as strong a recency effect as the good readers, but showed inferiority in immediate memory span. The results demonstrate a degree of dissociation between the recency effect and memory span. (Author/KC)
Descriptors: Beginning Reading, Comparative Analysis, Memory, Reading Ability
Peer reviewed Peer reviewed
Arkes, Hal R. – Journal of Consulting and Clinical Psychology, 1981
Five impediments to accurate clinical judgment are discussed: inability to assess covariation, influence of preconceived notions, lack of awareness of one's judgmental processes, overconfidence, and hindsight bias. Presents three strategies to minimize impediments' effects: considera- tion of alternative outcomes, increased attention to data, and…
Descriptors: Analysis of Covariance, Bayesian Statistics, Bias, Clinical Diagnosis
Peer reviewed Peer reviewed
Heisel, Brian E.; Ritter, Kenneth – Journal of Experimental Child Psychology, 1981
Young children's intentional preparation for future recall of the location of an object was examined within the context of a delayed-reaction paradigm. Children older than 3 years stored the object at distinctive locations and thereby facilitated retrieval. Feedback, viewing consequences, and suggestions for strategy positively influenced…
Descriptors: Advance Organizers, Age Differences, Children, Elementary Education
Peer reviewed Peer reviewed
Longstreth, Langdon E.; Madigan, Stephen – Intelligence, 1982
Three studies of college students found a sex difference in the correlation of memory scanning rate, short- and long-term components of free recall, and word recognition with memory span. Findings are discussed in terms of prior work and a theory presented to account for the obtained sex differences. (Author/RD)
Descriptors: Cognitive Processes, Correlation, Higher Education, Intelligence Differences
Peer reviewed Peer reviewed
Simon, Elliott W.; And Others – Journal of Gerontology, 1982
Examined the effects of orienting task-controlled processing on text recall of younger, middle-aged, and older adults. Younger adults recalled more when recall was intentional or when preceded by a deep-orienting task. Middle-aged and older adults recalled more when recall was intentional regardless of depth of orienting task. (Author)
Descriptors: Adults, Age Differences, Cognitive Style, Comparative Analysis
Peer reviewed Peer reviewed
Light, Leah L.; And Others – Journal of Experimental Psychology: Learning, Memory, and Cognition, 1982
Three experiments compared reasoning from new information in young and older adults. The findings suggest at least two sources for age-related differences in reasoning from new information: poorer fact memory and reduced capacity in working memory. (Author/PN)
Descriptors: Abstract Reasoning, Adolescents, Age Differences, Aging (Individuals)
Peer reviewed Peer reviewed
Rabinowitz, Jan C.; And Others – Journal of Gerontology, 1982
Investigated the hypothesis that age deficits in long-term episodic memory tasks are due to impaired metamemorial skills. Both young and old adults were able to predict their ability to recall. Concluded that differences in metamemorial skills are not responsible for age differences in memory. (Author)
Descriptors: Age Differences, Aging (Individuals), Foreign Countries, Imagery
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