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Lambert, Philip; And Others – Journal of Educational Research, 1971
Descriptors: Associative Learning, High School Students, Word Recognition
Craik, Fergus I. M.; Levy, Betty Ann – Journal of Experimental Psychology, 1970
Descriptors: Associative Learning, Memory, Recall (Psychology), Word Lists
Perfetti, Charles A.; Goodman, Doba – Journal of Experimental Psychology, 1970
Descriptors: Associative Learning, Semantics, Verbal Learning, Word Recognition
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West, Leonard J.; Sabban, Yitzchak – Delta Pi Epsilon Journal, 1982
This investigation identified the stroking habits characteristic of typists at various levels of skill. Typing by letter sequences within words was found to be dominant in accounting for increases in skill, phrase habits nonexistent and word habits present to a modest extent and only among the very fastest typists. (Author/CT)
Descriptors: Associative Learning, Learning Processes, Skill Analysis, Typewriting
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Stanish, Bob – Journal of Creative Behavior, 1989
Through randomness we create structure, and through structure we accommodate randomness. The structures we create have basic premises shared by all life forms and forces. These patterns are repeated and shared. Creative thinking has similar characteristics. (MSE)
Descriptors: Associative Learning, Cognitive Processes, Creativity, Divergent Thinking
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Demestre, Josep; Garcia-Albea, Jose E. – Cognitive Science, 2007
Event-related brain potentials were recorded while subjects listened to sentences containing a controlled infinitival complement. Subject and object control items were used, both with 2 potential antecedents in the upper clause. Half of the sentences had a gender agreement violation between the null subject of the infinitival complement and an…
Descriptors: Form Classes (Languages), Neurolinguistics, Language Processing, Error Analysis (Language)
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Garoff-Eaton, Rachel J.; Kensinger, Elizabeth A.; Schacter, Daniel L. – Learning & Memory, 2007
False recognition, broadly defined as a claim to remember something that was not encountered previously, can arise for multiple reasons. For instance, a distinction can be made between conceptual false recognition (i.e., false alarms resulting from semantic or associative similarities between studied and tested items) and perceptual false…
Descriptors: Semantics, Recognition (Psychology), Correlation, Neurological Organization
Mitchell, Karen E. – Teaching Pre K-8, 2006
While many teachers teach comprehension strategies by concentrating on isolated skills, often in the form of worksheet drills, comprehension is actually an active, constructive process that occurs before, during and after reading a particular selection. In order to comprehend reading material, readers must merge the knowledge they already own,…
Descriptors: Teaching Methods, Reading Strategies, Prior Learning, Reading Comprehension
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Norris, Dennis; Cutler, Anne; McQueen, James M.; Butterfield, Sally – Cognitive Psychology, 2006
We propose that speech comprehension involves the activation of token representations of the phonological forms of current lexical hypotheses, separately from the ongoing construction of a conceptual interpretation of the current utterance. In a series of cross-modal priming experiments, facilitation of lexical decision responses to visual target…
Descriptors: Semantics, Sentences, Word Recognition, Phonology
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Santa, Tomofumi; Kirino, Yutaka; Watanabe, Satoshi; Shirahata, Takaaki; Tsunoda, Makoto – Learning & Memory, 2006
The terrestrial slug "Limax" is able to acquire short-term and long-term memories during aversive odor-taste associative learning. We investigated the effect of the selective serotonergic neurotoxin 5,7-dihydroxytryptamine (5,7-DHT) on memory. Behavioral studies indicated that 5,7-DHT impaired short-term memory but not long-term memory. HPLC…
Descriptors: Long Term Memory, Animals, Anatomy, Short Term Memory
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Thompson, Laura; Wright, William G.; Hoover, Brian A.; Nguyen, Hoang – Learning & Memory, 2006
Much recent research on mechanisms of learning and memory focuses on the role of heterosynaptic neuromodulatory signaling. Such neuromodulation appears to stabilize Hebbian synaptic changes underlying associative learning, thereby extending memory. Previous comparisons of three related sea-hares (Mollusca, Opisthobranchia) uncovered interspecific…
Descriptors: Classical Conditioning, Memory, Associative Learning, Correlation
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Nilsen, Alleen Pace; Nilsen, Don L. F. – Journal of Adolescent & Adult Literacy, 2006
Teachers can build on students' familiarity with and respect for the Harry Potter books to create source-based vocabulary lessons. The idea is to work with the Latin roots that J. K. Rowling uses to create original names for places, people, and magical charms and then to extend students' knowledge through exploration of additional English words…
Descriptors: Teaching Methods, Familiarity, Latin, Vocabulary Development
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Dooley, Caitlin McMunn – Literacy Research and Instruction, 2008
Using Conceptual Change Theory, this qualitative study of literacy teacher education investigated how eight beginning teachers developed knowledge about multicultural literacy pedagogy. Teachers' written and spoken language was analyzed from data sources collected during and outside of a preparation course, part of a nighttime alternative…
Descriptors: Alternative Teacher Certification, Beginning Teachers, Teacher Education Programs, Knowledge Base for Teaching
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Meara, Paul – International Journal of English Studies, 2007
This paper describes a set of simulations which explore the way different features of lexical organisation affect the probability of finding a pair of associated words in a set of five randomly selected words. The simulation is equivalent to giving Ss a set of five words and asking if they can identify a pair of associated words among them. The…
Descriptors: Second Language Learning, Associative Learning, Vocabulary Development, Simulation
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Pineno, Oskar – Psicologica: International Journal of Methodology and Experimental Psychology, 2007
One conditioned taste aversion experiment with rats assessed the impact of extinguishing a target conditioned stimulus (CS), S, in compound with a second CS, A, upon conditioned responding elicited by CS S when presented alone at test. Following initial conditioning treatment with CSs A and S, the experiment manipulated number of extinction trials…
Descriptors: Control Groups, Stimuli, Associative Learning, Learning Processes
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