Publication Date
In 2025 | 9 |
Since 2024 | 52 |
Since 2021 (last 5 years) | 163 |
Since 2016 (last 10 years) | 359 |
Since 2006 (last 20 years) | 774 |
Descriptor
Source
Author
Pressley, Michael | 12 |
Underwood, Benton J. | 12 |
Curtin, Suzanne | 8 |
Ellis, Nick C. | 8 |
Rohwer, William D., Jr. | 8 |
Fitzpatrick, Tess | 5 |
Hall, James W. | 5 |
Meara, Paul | 5 |
Rosner, Jerome | 5 |
Samuels, S. Jay | 5 |
Shanks, David R. | 5 |
More ▼ |
Publication Type
Education Level
Audience
Teachers | 25 |
Practitioners | 23 |
Researchers | 17 |
Parents | 1 |
Location
Turkey | 54 |
Australia | 18 |
United Kingdom | 16 |
Canada | 12 |
China | 12 |
Germany | 11 |
Iran | 11 |
Japan | 11 |
Netherlands | 11 |
California | 8 |
Spain | 7 |
More ▼ |
Laws, Policies, & Programs
Elementary and Secondary… | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Meets WWC Standards without Reservations | 3 |
Meets WWC Standards with or without Reservations | 3 |
Kerfoot, Erin C.; Agarwal, Isha; Lee, Hongjoo J.; Holland, Peter C. – Learning & Memory, 2007
Through associative learning, cues for biologically significant reinforcers such as food may gain access to mental representations of those reinforcers. Here, we used devaluation procedures, behavioral assessment of hedonic taste-reactivity responses, and measurement of immediate-early gene (IEG) expression to show that a cue for food engages…
Descriptors: Cues, Behavioral Science Research, Memory, Brain

Ingersoll, Gary M. – Psychological Reports, 1974
Results of a word association task administered to second and sixth grade children and adults suggest that whether the word association response is of the same or different form as the stimulus word is related to the word-count frequency of the stimulus and the participants age. (Author/KM)
Descriptors: Age Differences, Associative Learning, Language Acquisition, Responses
Lathey, Jonathan W.; Tobias, Sigmund – 1981
An aptitude treatment interaction was predicted in which 30 retarded adolescents were expected to profit most from associative training and 30 intellectually average third graders most from conceptual training. Ss received either associative training designed to strengthen direct associations among pairs of conceptually related members of a free…
Descriptors: Adolescents, Associative Learning, Concept Teaching, Learning Processes

McDonald, Rita K.; Dewolfe, Alan S. – Journal of Clinical Psychology, 1976
Evaluates the effect of E's sex on the word association and concomitant state of physiological arousal of hospitalized schizophrenic Ss. (Author/RK)
Descriptors: Associative Learning, Examiners, Physiology, Psychological Studies

Rothenberg, Albert – Psychological Reports, 1973
The relationship between the tendency to opposite responding on word-association tests and creativity or originality was tested in this experiment. (Author)
Descriptors: Associative Learning, Creativity, Creativity Tests, Psychological Studies

Drew, Clifford J.; Prehm, Herbert J. – American Journal of Mental Deficiency, 1970
Descriptors: Associative Learning, Exceptional Child Research, Mental Retardation, Retention (Psychology)
Kammann, Richard – J Exp Psychol, 1970
Descriptors: Associative Learning, Communication (Thought Transfer), Stimulus Devices, Word Lists
Wollen, Keith; And Others – Journal of Experimental Psychology, 1970
Descriptors: Associative Learning, Learning Processes, Paired Associate Learning, Recall (Psychology)
Grossman, Leonard; Eagle, Morris – J Exp Psychol, 1970
Descriptors: Associative Learning, Serial Learning, Stimuli, Word Lists

Runquist, Willard N. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 1982
The relationship between cue differentiation and interference was investigated in three paired-associate recall experiments. It was concluded that discriminative coding is sufficient to eliminate interference resulting from cue confusion during associative learning, but that discriminative coding is not a necessary consequence of associative…
Descriptors: Associative Learning, Cues, Higher Education, Inhibition

Braisby, Nick; And Others – Cognition, 1996
Argues that discoveries concerning the essential properties of whole categories of word concepts are critical to essentialist intuitions. Reviews studies demonstrating that words and concepts are not used in accordance with essentialism, concluding that since essentialism is not vindicated by ordinary word use, it fails to undermine the cognitive…
Descriptors: Associative Learning, Cognitive Psychology, Intuition, Language Processing

Gass, Susan M. – Annual Review of Applied Linguistics, 1988
A brief survey of research on second-language (L2) vocabulary focuses on the following: knowledge of the lexicon; lexical simplification; the role of native language to L2 vocabulary development; prototypes; and vocabulary in context. (29 references) (GLR)
Descriptors: Associative Learning, Language Research, Second Language Learning, Vocabulary Development

Watson, David L. – Journal of Creative Behavior, 1989
A study investigated the usefulness of the Fisher Association Lists, a computerized system of word associations, in accessing memories and forming new associations with them. It is concluded that the lists are a general aid to creativity by providing access to all the common associations in our culture. (MSE)
Descriptors: Associative Learning, Classroom Techniques, Creativity, Divergent Thinking

Kimpston, Richard D.; And Others – Educational Forum, 1992
Examines ways of learning (association, correspondence, coherence, recognition) and lists three aspects of each (criterion, source of theory, nature of knower and known). Identifies each way's approach to curricular elements (education, curriculum, learner, teacher, society, and evaluation criterion). (SK)
Descriptors: Associative Learning, Curriculum Development, Learning Processes, Recognition (Psychology)
Maes, J. H. R.; Damen, M. D. C.; Eling, P. A. T. M. – Brain and Cognition, 2004
The present experiments examined the extent to which two possible sources of error affect healthy subjects' performance in a rule-shift task. All 115 participants first received a discrimination learning task, in which a pair of different visual stimuli was presented on each trial, one of which had to be identified as "correct." Each stimulus…
Descriptors: Discrimination Learning, Visual Stimuli, Cognitive Processes, Persistence