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Byrne, Brian; Wadsworth, Sally; Boehme, Kristi; Talk, Andrew C.; Coventry, William L.; Olson, Richard K.; Samuelsson, Stefan; Corley, Robin – Scientific Studies of Reading, 2013
The genetic factor structure of a range of learning measures was explored in twin children, recruited in preschool and followed to Grade 2 ("N"?=?2,084). Measures of orthographic learning and word reading were included in the analyses to determine how these patterned with the learning processes. An exploratory factor analysis of the…
Descriptors: Genetics, Preschool Children, Elementary School Students, Kindergarten
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Lum, Jarrad A. G.; Gelgic, Celin; Conti-Ramsden, Gina – International Journal of Language & Communication Disorders, 2010
Background: Much evidence has accumulated to indicate memory deficits in children with specific language impairment. However, most research has focused on working memory impairments in these children. Less is known about the functioning of other memory systems in this population. Aims: This study examined procedural and declarative memory in young…
Descriptors: Reaction Time, Language Impairments, Associative Learning, Short Term Memory
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Bhat, A. N.; Galloway, J. C.; Landa, R. J. – Journal of Child Psychology and Psychiatry, 2010
Background: Social inattention is common in children with autism whereas associative learning capabilities are considered a relative strength. Identifying early precursors of impairment associated with autism could lead to earlier identification of this disorder. The present study compared social and non-social visual attention patterns as well as…
Descriptors: Cues, Autism, Attention, Caregivers
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Bonnel, Anna; McAdams, Stephen; Smith, Bennett; Berthiaume, Claude; Bertone, Armando; Ciocca, Valter; Burack, Jacob A.; Mottron, Laurent – Neuropsychologia, 2010
Persons with Autism spectrum disorders (ASD) display atypical perceptual processing in visual and auditory tasks. In vision, Bertone, Mottron, Jelenic, and Faubert (2005) found that enhanced and diminished visual processing is linked to the level of neural complexity required to process stimuli, as proposed in the neural complexity hypothesis.…
Descriptors: Visual Stimuli, Autism, Asperger Syndrome, Young Adults
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Smith, Betty Lou; Holliday, William G.; Austin, Homer W. – Journal of Research in Science Teaching, 2010
Despite the heavy reliance on textbooks in college courses, research indicates that college students enrolled in first-year science courses are not proficient at comprehending informational text. The present study investigated a reading comprehension questioning strategy with origins in clinical research based in elaboration interrogation theory,…
Descriptors: Reading Comprehension, College Students, Intervals, Textbooks
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Gavin, Amanda; Roche, Bryan; Ruiz, Maria R. – Psychological Record, 2008
Subjects were exposed to a word-picture association training phase in which each of 2 arbitrary nonsense syllables printed in blue and red font, respectively, were paired with either sexual or aversive photographic images. Subjects were then exposed to an equivalence training procedure that led to the formation of 2 3-member equivalence relations,…
Descriptors: Syllables, Association Measures, Associative Learning, Foreign Countries
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Holland, Peter C. – Learning and Motivation, 2008
In experiments that measured food consumption, Holland (1981; "Learning and Motivation," 12, 1-18) found that food aversions were formed when an exteroceptive associate of food was paired with illness, but not when such an associate was paired with shock. By contrast, measuring the ability of food to reinforce instrumental responding,…
Descriptors: Experimental Psychology, Reinforcement, Food, Diseases
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Ishii, Kiyoshi; Iguchi, Yoshio; Fukumoto, Kazuya; Nakayasu, Tomohiro – Learning and Motivation, 2008
Using a conditioned taste aversion procedure with rats as the subjects, two experiments examined the effect of presenting a conditioned stimulus (CS saccharin solution) in one context followed by an unconditioned stimulus (US LiCl) in a different context. Experiment 1 showed that animals which received the above-mentioned procedure (Group D)…
Descriptors: Stimuli, Animals, Conditioning, Experiments
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Sloutsky, Vladimir M.; Fisher, Anna V. – Child Development, 2008
Young children often exhibit flexible behaviors relying on different kinds of information in different situations. This flexibility has been traditionally attributed to conceptual knowledge. Reported research demonstrates that flexibility can be acquired implicitly and it does not require conceptual knowledge. In Experiment 1, 4- to 5-year-olds…
Descriptors: Young Children, Child Behavior, Attention, Concept Formation
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Turk-Browne, Nicholas B.; Scholl, Brian J.; Chun, Marvin M.; Johnson, Marcia K. – Journal of Cognitive Neuroscience, 2009
Our environment contains regularities distributed in space and time that can be detected by way of statistical learning. This unsupervised learning occurs without intent or awareness, but little is known about how it relates to other types of learning, how it affects perceptual processing, and how quickly it can occur. Here we use fMRI during…
Descriptors: Familiarity, Associative Learning, Statistics, Responses
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Kaufman, Scott Barry; DeYoung, Colin G; Gray, Jeremy R.; Brown, Jamie; Mackintosh, Nicholas – Intelligence, 2009
Recent evidence suggests the existence of multiple cognitive mechanisms that support the general cognitive ability factor (g). Working memory and processing speed are the two best established candidate mechanisms. Relatively little attention has been given to the possibility that associative learning is an additional mechanism contributing to g.…
Descriptors: Intelligence, Structural Equation Models, Associative Learning, Short Term Memory
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Pirogovsky, Eva; Murphy, Claire; Gilbert, Paul E. – Developmental Science, 2009
Associative learning is critical to normal cognitive development in children. However, young adults typically outperform children on paired-associate tasks involving visual, verbal and spatial location stimuli. The present experiment investigated cross-modal odour-place associative memory in children (7-10 years) and young adults (18-24 years).…
Descriptors: Children, Young Adults, Associative Learning, Cognitive Development
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Howe, Mark L.; Wimmer, Marina C.; Gagnon, Nadine; Plumpton, Shannon – Journal of Memory and Language, 2009
The effects of associative strength and gist relations on rates of children's and adults' true and false memories were examined in three experiments. Children aged 5-11 and university-aged adults participated in a standard Deese/Roediger-McDermott false memory task using DRM and category lists in two experiments and in the third, children…
Descriptors: Cues, Semantics, College Students, Children
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Livesey, Evan J.; Harris, Irina M.; Harris, Justin A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2009
Participants in 2 experiments performed 2 simultaneous tasks: one, a dual-target detection task within a rapid sequence of target and distractor letters; the other, a cued reaction time task requiring participants to make a cued left-right response immediately after each letter sequence. Under these rapid visual presentation conditions, it is…
Descriptors: Reaction Time, Associative Learning, Experiments, Task Analysis
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Armel, K. Carrie; Pulido, Carmen; Wixted, John T.; Chiba, Andrea A. – Learning and Motivation, 2009
We demonstrate here that initially neutral items can acquire "specific" value based on their associated outcomes, and that responses of physiological systems to such previously meaningless stimuli can rapidly reflect this associative history. Each participant participated in an associative learning task in which four neutral abstract pictures were…
Descriptors: Associative Learning, Human Body, Diagnostic Tests, Physiology
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