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Silberman, Yaron; Bentin, Shlomo; Miikkulainen, Risto – Cognitive Science, 2007
Words become associated following repeated co-occurrence episodes. This process might be further determined by the semantic characteristics of the words. The present study focused on how semantic and episodic factors interact in incidental formation of word associations. First, we found that human participants associate semantically related words…
Descriptors: Semantics, Schizophrenia, Associative Learning, Computational Linguistics
Zareva, Alla – Second Language Research, 2007
One of the questions frequently asked in second language (L2) lexical research is how L2 learners' patterns of lexical organization compare to those of native speakers (NSs). A growing body of research addresses this question by using word association (WA) tests. However, little research has been done on the role of language proficiency in the…
Descriptors: Second Language Learning, Language Research, Native Speakers, Language Proficiency
Rockart, John F.; And Others – Educational Technology, 1971
Descriptors: Associative Learning, College Instruction, Computer Assisted Instruction, Interaction
Johnston, Carroll D.; Jenkins, James J. – Journal of Experimental Psychology, 1971
Descriptors: Associative Learning, Cluster Grouping, Recall (Psychology), Word Recognition

Delprato, Dennis J. – American Journal of Psychology, 1971
Descriptors: Associative Learning, Recall (Psychology), Retention (Psychology), Stimuli
Wicker, Frank W. – AV Communication Review, 1970
Descriptors: Associative Learning, Educational Research, Pictorial Stimuli, Verbal Stimuli
Horowitz, Leonard M.; and others – J Exp Child Psychol, 1969
This study, supported by the National Science Foundation, "shows that the nursery school child remembers a set of pictures or objects better if the items are unitized, rather than arranged in a series. (Author)
Descriptors: Associative Learning, Cognitive Processes, Cues, Memory
James, Carlton T.; Greeno, James G. – J Exp Psychol, 1970
Descriptors: Associative Learning, Concept Formation, Responses, Transfer of Training

Mervis, Carolyn B. – Child Development, 1994
Three studies examined two-year olds' understanding of novel terms for objects that they are already familiar with under another name. The studies found that the new term was most likely to be treated as a second basic-level name for the category to which the object belonged. (MDM)
Descriptors: Associative Learning, Classification, Toddlers, Vocabulary Development
Pashler, Harold; Cepeda, Nicholas J.; Wixted, John T.; Rohrer, Doug – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2005
Some researchers have suggested that although feedback may enhance performance during associative learning, it does so at the expense of later retention. To examine this issue, subjects (N = 258) learned Luganda-English word pairs. After 2 initial exposures to the materials, subjects were tested on each item several times, with the presence and…
Descriptors: Feedback, Associative Learning, Second Language Instruction, Retention (Psychology)
Gollan, Tamar H.; Salmon, David P.; Paxton, Jessica L. – Brain and Language, 2006
The hypothesis that Alzheimer's disease (AD) degrades semantic representations predicts that AD qualitatively alters spontaneous thoughts. In two experiments contrasting free associations to words with strong (e.g., "bride-groom") versus weak (e.g., "body-leg") associates participants with AD produced less common responses (e.g., "bride-pretty")…
Descriptors: Associative Learning, Alzheimers Disease, Semantics, Experimental Psychology
Ellis, Nick C. – Applied Linguistics, 2006
This paper considers how fluent language users are rational in their language processing, their unconscious language representation systems optimally prepared for comprehension and production, how language learners are intuitive statisticians, and how acquisition can be understood as contingency learning. But there are important aspects of second…
Descriptors: Cues, Associative Learning, Language Acquisition, Attention
Hale, John – Cognitive Science, 2006
A word-by-word human sentence processing complexity metric is presented. This metric formalizes the intuition that comprehenders have more trouble on words contributing larger amounts of information about the syntactic structure of the sentence as a whole. The formalization is in terms of the conditional entropy of grammatical continuations, given…
Descriptors: Sentences, Sentence Structure, Grammar, Prediction
Parault, Susan J. – Contemporary Educational Psychology, 2006
Sound symbolism is the notion that the relation between word sounds and word meaning is not arbitrary for all words, but rather there is a subset of words in the world's languages for which sounds and their symbols have some degree of correspondence. This research investigates sound symbolism as a possible means of gaining semantic knowledge of…
Descriptors: Associative Learning, Phonology, Written Language, Semantics
Maurer, Daphne; Pathman, Thanujeni; Mondloch, Catherine J. – Developmental Science, 2006
A striking demonstration that sound-object correspondences are not completely arbitrary is that adults map nonsense words with rounded vowels (e.g. bouba) to rounded shapes and nonsense words with unrounded vowels (e.g. kiki) to angular shapes (Kohler, 1947; Ramachandran & Hubbard, 2001). Here we tested the bouba/kiki phenomenon in 2.5-year-old…
Descriptors: Control Groups, Vowels, Language Acquisition, Language Research