Author: Deana Vitrano
Publisher:
ISBN:
Category : Paired-association learning
Languages : en
Pages : 73
Book Description
Mediation in Paired-associate Learning
Author: William Newman
Publisher:
ISBN:
Category : Copyright
Languages : en
Pages : 216
Book Description
Publisher:
ISBN:
Category : Copyright
Languages : en
Pages : 216
Book Description
Does Testing Enhance Mediation in Paired-associate Learning?
Author: Deana Vitrano
Publisher:
ISBN:
Category : Paired-association learning
Languages : en
Pages : 73
Book Description
Publisher:
ISBN:
Category : Paired-association learning
Languages : en
Pages : 73
Book Description
An Investigation of Some Parameters of Mediation in Paired-associate Learning
Author: Edward A. Dreyfus
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
The Nature of the Stimulus, Providing Mediators, and Paired-associate Learning
Author: Martin Bolt
Publisher:
ISBN:
Category : Learning, Psychology of
Languages : en
Pages : 88
Book Description
Publisher:
ISBN:
Category : Learning, Psychology of
Languages : en
Pages : 88
Book Description
Mediation in Verbal Paired-associate Learning
Author: Nan E. McGehee
Publisher:
ISBN:
Category : Learning, Psychology of
Languages : en
Pages :
Book Description
Publisher:
ISBN:
Category : Learning, Psychology of
Languages : en
Pages :
Book Description
Syntactical Mediation of Paired Associate Learning as a Function of Age
Author: Paula Altman Fuld
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 156
Book Description
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 156
Book Description
The Relationships Among Reading Ability, Grade Level, and Syntactical Mediation in Paired-associate Learning
Author: Carin Sue Cooper
Publisher:
ISBN:
Category : Paired-association learning
Languages : en
Pages : 98
Book Description
Publisher:
ISBN:
Category : Paired-association learning
Languages : en
Pages : 98
Book Description
The Effects of Mediation Instructions for Paired-associate Learning and Problem Solving
Author: Murray S. Bartky
Publisher:
ISBN:
Category :
Languages : en
Pages : 258
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 258
Book Description
Studying Mediation in Paired Associate-learning by Way of an Interference Technique
Author: Raymond M. White
Publisher:
ISBN:
Category : Paired-association learning
Languages : en
Pages : 72
Book Description
Publisher:
ISBN:
Category : Paired-association learning
Languages : en
Pages : 72
Book Description
A Mediation Model for Paired-associate Learning
Author: SLATER E. NEWMAN
Publisher:
ISBN:
Category :
Languages : en
Pages : 1
Book Description
A model to explain how paired-associates get learned has been presented. It was proposed that paired-associate learning may involve as many as five interdependent processes corresponding to stimulus-term discrimination, response-term discrimination, response learning (for stimulus terms as well as for response terms), and an association stage. The model appears to be useful in interpreting data from studies dealing with the effects of context elements, of stimulus-term and response-term familiarization, of stimulus-term and responseterm pronunciability, of terms with double function, and of the greater S-R than R-S strength following paired-associate learning. Some further implications of the model for paired-associate learning, serial learning, and transfer experiments were discussed and the need for additional study of mediating responses was emphasized. (Author).
Publisher:
ISBN:
Category :
Languages : en
Pages : 1
Book Description
A model to explain how paired-associates get learned has been presented. It was proposed that paired-associate learning may involve as many as five interdependent processes corresponding to stimulus-term discrimination, response-term discrimination, response learning (for stimulus terms as well as for response terms), and an association stage. The model appears to be useful in interpreting data from studies dealing with the effects of context elements, of stimulus-term and response-term familiarization, of stimulus-term and responseterm pronunciability, of terms with double function, and of the greater S-R than R-S strength following paired-associate learning. Some further implications of the model for paired-associate learning, serial learning, and transfer experiments were discussed and the need for additional study of mediating responses was emphasized. (Author).