The Effects of Originality Training, Stimulus Commonality, Response Strength, and Grammatical Class on the Rate of Learning Paired Associates PDF Download
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Author: J. Kenneth Leask
Publisher:
ISBN:
Category : Creative thinking
Languages : en
Pages : 114
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Book Description
Author: J. Kenneth Leask
Publisher:
ISBN:
Category : Creative thinking
Languages : en
Pages : 114
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Book Description
Author: T. A. Lamke
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 282
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Book Description
Author: Barbara Ballangee Griswold
Publisher:
ISBN:
Category :
Languages : en
Pages : 120
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Book Description
Author:
Publisher:
ISBN:
Category : Language and languages
Languages : en
Pages : 1124
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Book Description
Author:
Publisher:
ISBN:
Category : Cognition
Languages : en
Pages : 694
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Book Description
Author: Elizabeth A. Curtis
Publisher:
ISBN:
Category : Learning, Psychology of
Languages : en
Pages : 88
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Book Description
Author: Frances Powell
Publisher:
ISBN:
Category : Paired-association learning
Languages : en
Pages : 212
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Book Description
Author: Slater E. Newman
Publisher:
ISBN:
Category :
Languages : en
Pages : 6
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Book Description
Experiments were conducted to determine whether isolating the stimulus term or the response term of a paired associate has the same effect on learning as isolating an item in a serial list. Two techniques for producing isolation were used, color and low meaningfulness. Results indicated that when the stimulus term of a paired associate was isolated through color or low meaningfulness, or its response term was isolated through color, learning of the pair was facilitated. When the response term was isolated through low meaningfulness learning of the pair was retarded. (Author).
Author: Richard Paul Resin
Publisher:
ISBN:
Category : Imagery (Psychology)
Languages : en
Pages : 142
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Book Description
Author: K. A. Johnson
Publisher:
ISBN:
Category : Paired-association learning
Languages : en
Pages : 28
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Book Description
The investigation was an attempt to find learning materials for which the simultaneous presentation technique would be inferior to other techniques. Subjects learned a 40-item list of paired-associates under one of four training conditions. The stimulus terms were the names of electronic circuits, the response terms, schematic diagrams of electronic circuits. Half the items had distractors that were very similar to the correct response term, the remaining half, distractors that were less similar. Half the items in each of these groups had distractors that were the correct response terms for other items in the list. The remaining items had distractors that were unique to a given item. The overall differences between training techniques were not large, but there was some indication that the Five Alternative Prompt condition was inferior to the remaining conditions. Interactions were found between training conditions and item types, but again the differences involved were not large. Separate comparisons on the various item types indicated that in no case was the One Alternative Prompt condition reliably inferior to any of the remaining conditions. (Author).
