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Peterson, Lloyd R.; Johnson, Suzanne T. – Journal of Verbal Learning and Verbal Behavior, 1971
Research was supported by a National Science Foundation grant to Indiana University. (VM)
Descriptors: Acoustics, Articulation (Speech), Auditory Perception, Memory
Spoehr, Kathryn T. – Journal of Verbal Learning and Verbal Behavior, 1978
Three experiments use a tachistoscopic word recognition task to investigate how skilled readers covert visual input into a speech-related or phonological code during reading. (Author/NCR)
Descriptors: Cognitive Processes, Language Processing, Language Research, Learning Processes
Whaley, C. P. – Journal of Verbal Learning and Verbal Behavior, 1978
Given the currently numerous applications of word-nonword classification tasks in psychological research, the present study was designed to determine the relative influences of a large number of potentially important variables on response time in tasks of this sort. (Author/NCR)
Descriptors: Cognitive Processes, Cues, Language Processing, Language Research
Ashcraft, Mark H. – Journal of Verbal Learning and Verbal Behavior, 1978
Reaction time to verify property statements was examined in the context of two semantic distance factors--typicality of the category member in the subject of the statement, and dominance of the category member's property in the predicate. (Author/NCR)
Descriptors: Cognitive Processes, Language Processing, Language Research, Memory
Stein, Barry S. – Journal of Verbal Learning and Verbal Behavior, 1978
Two experiments examined the effects of level of processing and uniqueness of encoding on the ability to recognize the nominal stimulus among either semantically similar or structurally similar distractor items. (Author/NCR)
Descriptors: Cognitive Processes, Language Processing, Language Research, Memory
Humphreys, Michael S. – Journal of Verbal Learning and Verbal Behavior, 1978
The probability of recognizing a member of a word pair tested with the pair intact was shown to equal the probability of recognizing a single word plus the probability of recalling an unrecognized word. (Author/NCR)
Descriptors: Cognitive Processes, Cues, Language Processing, Language Research
Weisberg, Robert; And Others – Journal of Verbal Learning and Verbal Behavior, 1978
This article examined several possible explanations for the negative effect found by Judson, et al., in their experiments which examined the facilitation of problem solving through acquisition of relevant associations. (Author/NCR)
Descriptors: Association (Psychology), Cognitive Processes, Cognitive Tests, Learning Processes
Glenn, Christine G. – Journal of Verbal Learning and Verbal Behavior, 1978
It was hypothesized that if the episodic structure of a story determines subjects' organization of that story in memory, then variation in structure should affect the organization of information in recall. (Author/NCR)
Descriptors: Childrens Literature, Cognitive Processes, Language Processing, Language Research
Reed, Adam – Journal of Verbal Learning and Verbal Behavior, 1977
The introduction of laboratory computers has facilitated investigation of quantitative theories in the investigation of memory. Data from a recent qualitative study was used to test two quantitative theories. The strength-resistance theory fitted the data quantitatively without significant deviations. Statistical tables and references are…
Descriptors: Language Research, Learning Processes, Learning Theories, Memorization
Rundus, Dewey – Journal of Verbal Learning and Verbal Behavior, 1977
A description of a series of six experiments dealing with human memory processes. They examined the types of codes generated in maintenance rehearsal and the effects of rehearsal time at various single levels of encoding. Data confirmed earlier findings and led to conclusions regarding repetition, encoding and levels of processing. (AMH)
Descriptors: Cognitive Processes, Cues, Language Processing, Language Research
Johnson, Ronald E.; Scheidt, Barbara J. – Journal of Verbal Learning and Verbal Behavior, 1977
An attempt was made to identify comparable subjective subsequences in the serial learning of a prose passage and to examine the relationship of such organizational encodings to the variable of structural importance. Results of serial learning and free recall indicated learners associatively organized individual prose subunits into subjective…
Descriptors: Cognitive Processes, Learning Processes, Learning Theories, Memorization
Keenan, Janice M. – Journal of Verbal Learning and Verbal Behavior, 1977
Recognition memory for statements made during a luncheon discussion group was tested in an incidental learning paradigm after thirty hours. Statements high in interactional content yielded excellent memory for surface form and meaning; statements low in interactional content showed no memory for surface form and less memory for content. (CHK)
Descriptors: Cognitive Processes, Connected Discourse, Language Research, Memory
Martin, Edwin; And Others – Journal of Verbal Learning and Verbal Behavior, 1977
The relation between the amount of free study time needed to prepare for a perfect serial recitation and the number of words in the list was determined for individual subjects. List organization, controlled by experimenter or by subject, failed to affect difficulty. (CHK)
Descriptors: Cognitive Processes, Language Research, Learning Processes, Memorization
Rubin, David C. – Journal of Verbal Learning and Verbal Behavior, 1977
Recalls from five passages learned by undergraduates in the course of growing up in America were obtained. Recalls, while partial, were exact with no evidence of constructive memory. Results fit a simple model of associative chaining retrieval of passively stored surface structure units. (CHK)
Descriptors: Cognitive Processes, Memorization, Memory, Poetry
Siple, Patricia – Journal of Verbal Learning and Verbal Behavior, 1977
Two recognition memory experiments were used to study the retention of language and modality of input. A bilingual list of American Sign Language signs and English words was presented to two deaf and two hearing groups, one instructed to remember mode of input, and one hearing group. Findings are analyzed. (CHK)
Descriptors: American Sign Language, Cognitive Processes, Deafness, Language Research
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