Results 291 to 300 of about 1,175,571 (348)
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Verbalization and Learning in the Classroom
The Elementary School Journal, 1948T HE function of verbalization in the classroom is a problem that has received little objective examination. This article records a study of an attempt to relate verbalization to the status of learning in an arithmetic class. It is recognized that this study involves but a small part of the larger problem and springs from meager beginnings.
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Review of Educational Research, 1967
This chapter reviews the literature from approximately June 1964 to February 1967. Since the last two issues of the REVIEW devoted to Growth, Development, and Learning used an organization quite different from the current volume, it may be helpful to indicate those chapters which relate most closely to this review: McDonald (1964) on task and method ...
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This chapter reviews the literature from approximately June 1964 to February 1967. Since the last two issues of the REVIEW devoted to Growth, Development, and Learning used an organization quite different from the current volume, it may be helpful to indicate those chapters which relate most closely to this review: McDonald (1964) on task and method ...
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Reminiscence and Verbal Learning
Psychological Reports, 1964The present investigation concerns the effect of interpolation of a short period of color naming on learning of two lists of paired-associates in immediate succession. The response period was increased at various stages during post-rest learning. The results indicate that the difference between the rest and the non-rest groups was abolished whenever ...
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Verbal learning in Alzheimer's dementia
Journal of the International Neuropsychological Society, 2003Many recent findings in Western countries suggest that episodic recall is the most sensitive discriminator between patients with mild Alzheimer disease (AD) and the normal elderly, while semantic memory tends best to differentiate between moderate and severe AD patients.
Alma Au, Agnes S. Chan, Helen F.K. Chiu
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Annual Review of Psychology, 1975
The last review of memory and verbal learning by Tulving & Madigan (180) painted a deeply pessimistic picture of the theoretical and experimental progress during the nearly 100 years of the post-Ebbinghaus era. As these critics saw it, tireless investigators compiled endless measurements of performance in labora tory tasks which bear little or no ...
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The last review of memory and verbal learning by Tulving & Madigan (180) painted a deeply pessimistic picture of the theoretical and experimental progress during the nearly 100 years of the post-Ebbinghaus era. As these critics saw it, tireless investigators compiled endless measurements of performance in labora tory tasks which bear little or no ...
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Cautiousness and Verbal Learning in Adulthood
Journal of Gerontology, 1978Twenty-two young (age 17-21)and 22 old (age 60-74) men and women participated in an investigation designed to determine the extent to which age differences in omission errors and performance in a serial learning task are accounted for by cautiousness.
Linda K. George +2 more
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Articulation in verbal learning
Journal of Verbal Learning and Verbal Behavior, 1964Summary With three levels of list difficulty (one level in a preliminary study), no evidence of any effect of minimizing articulatory movements was found on rate of learning. This was true in free-learning of trigrams with articulation minimized during study, during recall, or during both.
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Transactions of the New York Academy of Sciences, 1974
AbstractInvestigation of verbal learning by repeated attempts to recall all of the items in a list (in any order), without any further presentation of items that have been recalled once, allows spontaneous retrieval to demonstrate previous storage (on or before the last presentation of an item) and subsequent retention (despite any recall failures), in
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AbstractInvestigation of verbal learning by repeated attempts to recall all of the items in a list (in any order), without any further presentation of items that have been recalled once, allows spontaneous retrieval to demonstrate previous storage (on or before the last presentation of an item) and subsequent retention (despite any recall failures), in
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Individual Differences in Verbal Learning
Perceptual and Motor Skills, 1963This study constituted pilot work in the prediction of individual differences on a group-administered paired-associate learning task. A battery of tests was administered to 101 Ss who had practiced for 7 min. on the group task. Scores on the Mechanics of Expression Test of the Cooperative English Test correlated significantly with the criterion ( r = .
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Development of Verbal Selective Learning
Developmental Neuropsychology, 2007Using incentive-based auditory word recall we studied the efficiency of selective learning in children ages 6-18 years. We found effects of age for both selective learning efficiency and for total words recalled, which differed in developmental trajectory.
Harvey S. Levin +6 more
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