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Ash, Ivan K.; Jee, Benjamin D.; Wiley, Jennifer – Journal of Problem Solving, 2012
Gestalt psychologists proposed two distinct learning mechanisms. Associative learning occurs gradually through the repeated co-occurrence of external stimuli or memories. Insight learning occurs suddenly when people discover new relationships within their prior knowledge as a result of reasoning or problem solving processes that re-organize or…
Descriptors: Intuition, Learning Processes, Metacognition, Associative Learning
Walters, JoDee – Language Assessment Quarterly, 2012
This study investigates aspects of validity of an alternative measure of productive vocabulary. Lex30, developed by Meara and Fitzpatrick, is a word association task that claims to give an indication of productive vocabulary knowledge. Previous studies of Lex30 have assessed test-retest reliability, performance against native speaker norms,…
Descriptors: Construct Validity, Test Validity, Comparative Analysis, Vocabulary Development
Zucco, Gesualdo M.; Paolini, Michela; Schaal, Benoist – Learning and Motivation, 2009
The pioneering work by Kirk-Smith, Van Toller, and Dodd [Kirk-Smith, M. D., Van Toller, C., & Dodd, G. H. (1983). "Unconscious odour conditioning in human subjects." "Biological Psychology," 17, 221-231], established that an unnoticed odorant paired with an emotionally meaningful task can influence mood and attitudes when the odorant alone is…
Descriptors: Conditioning, Learning Processes, Research Methodology, Experiments
Rashidi, Nasser; Khosravi, Negar – Journal of Pan-Pacific Association of Applied Linguistics, 2010
This study was conducted to investigate the extent to which scores on depth and breadth of vocabulary knowledge as two dimensions of vocabulary knowledge would contribute to predicting the EFL learners' reading performance with a minimum vocabulary size of 3000 word families and also to find out the difference, if any, between the reading…
Descriptors: Reading Comprehension, Vocabulary Development, Foreign Countries, English (Second Language)
Robidoux, Serje; Stolz, Jennifer; Besner, Derek – Journal of Experimental Psychology: Human Perception and Performance, 2010
Two lexical decision experiments examined the joint effects of stimulus quality, semantic context, and cue-target associative strength when all factors were intermixed in a block of trials. Both experiments found a three-way interaction. Semantic context and stimulus quality interacted when associative strength between cue-target pairs was strong,…
Descriptors: Visual Stimuli, Semantics, Cues, Word Recognition
Fitzpatrick, Tess; Izura, Cristina – Studies in Second Language Acquisition, 2011
Word association responses in first-language (L1) Spanish and second-language (L2) English were investigated by means of response latencies and types of associative response produced. The primary aims were to establish whether (a) some response types are produced more often or faster than others, (b) participants' L2 response time profiles mirror…
Descriptors: Priming, Cues, Reaction Time, Language Processing
Moses, Sandra N.; Villate, Christina; Binns, Malcolm A.; Davidson, Patrick S. R.; Ryan, Jennifer D. – Neuropsychologia, 2008
Transitive inference has traditionally been regarded as a relational proposition-based reasoning task, however, recent investigations question the validity of this assumption. Although some results support the use of a relational proposition-based approach, other studies find evidence for the use of associative learning. We examined whether…
Descriptors: Inferences, Relationship, Memory, Associative Learning
Allan, Lorraine G.; Hannah, Samuel D.; Crump, Matthew J. C.; Siegel, Shepard – Journal of Experimental Psychology: General, 2008
The authors previously described a procedure that permits rapid, multiple within-participant evaluations of contingency assessment (the "streamed-trial" procedure, M. J. C. Crump, S. D. Hannah, L. G. Allan, & L. K. Hord, 2007). In the present experiments, they used the streamed-trial procedure, combined with the method of constant stimuli and a…
Descriptors: Evaluation, Relationship, Change, Associative Learning
Wang, Zhipeng; Pan, Yufeng; Li, Weizhe; Jiang, Huoqing; Chatzimanolis, Lazaros; Chang, Jianhong; Gong, Zhefeng; Liu, Li – Learning & Memory, 2008
The role of the "foraging" ("for)" gene, which encodes a cyclic guanosine-3',5'-monophosphate (cGMP)-dependent protein kinase (PKG), in food-search behavior in "Drosophila" has been intensively studied. However, its functions in other complex behaviors have not been well-characterized. Here, we show experimentally in "Drosophila" that the "for"…
Descriptors: Visual Learning, Associative Learning, Memory, Brain
Durrant, Philip; Schmitt, Norbert – Second Language Research, 2010
Formulaic language is widely recognized to be of central importance to fluent and idiomatic language use. However, the mechanics of how formulaic language is acquired are not well understood. Some researchers (e.g. Nick Ellis) believe that the chunking inherent in formulaic language drives the language learning process. Others (e.g. Wray) claim…
Descriptors: Second Language Learning, Adult Learning, Adults, Learning Processes
Curtin, Suzanne – Journal of Child Language, 2009
Infants at 1;2 demonstrate difficulty in accessing subtle phonetic information about newly learned word-object pairings (Stager & Werker, 1997). In this study, we examined whether or not infants can access subtle prosodic information such as lexical stress in a word learning task. We tested infants younger than 1;2 to see if they could learn two…
Descriptors: Suprasegmentals, Infants, Associative Learning, Word Recognition
Ogletree, Billy T.; Crawford, Kimberly – Focus on Autism and Other Developmental Disabilities, 2009
As speech-language pathologists who provide consultative services to children and adults with significant disabilities, these authors often review intervention plans that include objects in choice making or scheduling. Examples include offering individuals a choice of two objects while telling them to "Show me what you want," or prompting…
Descriptors: Severe Mental Retardation, Nonverbal Communication, Cognitive Ability, Interpersonal Communication
Stenberg, Gunilla – Infancy, 2009
In laboratory studies of social referencing, infants as young as 12 months have been reported to prefer looking at the experimenter over the caregiver for clarifying information. From an expertise perspective, such behavior could be interpreted as if the infant seeks information from others and can discriminate between persons who have or do not…
Descriptors: Infants, Eye Movements, Interpersonal Competence, Expertise
Manago, Francesca; Castellano, Claudio; Oliverio, Alberto; Mele, Andrea; De Leonibus, Elvira – Learning & Memory, 2009
Recent evidence demonstrated that dopamine within the nucleus accumbens mediates consolidation of both associative and nonassociative memories. However, the specific contribution of the nucleus accumbens subregions, core and shell, and of D1 and D2 receptors subtypes has not been yet clarified. The aim of this study was, therefore, to directly…
Descriptors: Memory, Task Analysis, Associative Learning, Brain Hemisphere Functions
Rodriguez, Paul F. – Learning & Memory, 2009
Memory systems are known to be influenced by feedback and error processing, but it is not well known what aspects of outcome contingencies are related to different memory systems. Here we use the Rescorla-Wagner model to estimate prediction errors in an fMRI study of stimulus-outcome association learning. The conditional probabilities of outcomes…
Descriptors: Feedback (Response), Prediction, Memory, Probability