Download or read book The Effects of Change in Context Elements on Performance Following Paired associate Learning as a Function of Element sharing Among Stimulus Terms written by Leslie Rogers Taylor and published by . This book was released on 1961 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Master s Theses in Education written by T. A. Lamke and published by . This book was released on 1962 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Context Effects in Paired Associated Learning as a Function of Associative Strength and Level of Assessed Creativity written by Barbara Ballangee Griswold and published by . This book was released on 1965 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Faculty Publications and Research Together with Abstracts of Doctoraldissertations and Master s Theses written by North Carolina State University and published by . This book was released on 1961 with total page 420 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effects of Context Elements and Mediational Instructions on Performance During and After Paired associate Training written by Lawrence Robert Nicholson and published by . This book was released on 1972 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Mediation Model for Paired associate Learning written by SLATER E. NEWMAN and published by . This book was released on 1961 with total page 1 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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).
Download or read book Effects of Clustering Items from the Same Class on Performance During and After Paired associate Training written by Slater E. Newman and published by . This book was released on 1965 with total page 11 pages. Available in PDF, EPUB and Kindle. Book excerpt: The paper reports the results of three experiments on the effects of clustering items from the same class on performance during and after paired-associate training. Clustering of stimulus terms and response terms was studied. In none of the experiments was pairedassociate learning facilitated. (Author).
Download or read book Author Index to Psychological Abstracts written by and published by . This book was released on 1964 with total page 914 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Experimentally Produced Meaningfulness of the Stimulus Element in a Paired Associate Learning Task written by Michael Robert Wright and published by . This book was released on 1965 with total page 33 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Organizational Factors in Paired associate Learning written by Peggy Anne Runquist and published by . This book was released on 1971 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This experiment investigated two aspects of response-term grouping in paired-associate learning: (1) the nature of the relationship among the responses that are grouped together, and (2) the effect of this grouping on acquisition performance. Eight groups of 24 Ss learned two 12-item categorized paired- associate lists to a criterion of 12/12 correct on a single trial. After a 2-min. interval filled with arithmetic problems, Ss were given two 1.5-min. free recall tests in which they were asked to recall as many of the response terms as possible. A cued-recall test for the stimulus terms followed immediately. A ninth group learned only the second list, then followed the same recall procedure. For all conditions, the paired-associate lists consisted of three instances of four different conceptual categories as stimulus terms and 12 unrelated adjectives as response terms. In the transfer conditions, the stimuli in the two lists were either identical, different instances of the same conceptual categories, or instances of completely different conceptual categories. The response terms in the two lists were always identical but were re-paired in the second list either with stimuli from the same first-list category (within- category re-pairing), with stimuli from a different first-list category (between-category re-pairing) or with stimuli from three different first-list categories (across-category re-pairing). The three re-pairing schemes were designed to disrupt different types of relationships that could exist among the response terms that were grouped together during first-list learning and hence to affect the amount of grouping of the same responses in second-list learning. Within-category re-pairing was not expected to disrupt any associations among the responses; between-category re-pairing was expected to disrupt associations mediated by stimulus categories and associations mediated by specific stimuli; and across- category re-pairing to disrupt both types of mediated associations that might have developed among the response terms themselves. The results of the experiment showed an increase in second- list grouping only when response terms were re-paired with stimuli from the same conceptual categories as in the first list, regardless of whether the specific stimuli in the two lists consisted of the same or new instances of these categories. Such a result indicates the importance of specific category-mediated associations among the grouped responses. No evidence was found that the responses within a category became directly associated with one another. The second major finding was that grouping of the response terms into sets did not facilitate the acquisition of specific associations in the second list. It was suggested, however, that this failure to find facilitation may be a result of the potency of the category name as a mediator.
Download or read book The Effect of Stimulus Labeling on Paired Associate Learning for Good and Poor Readers written by Dalia Grayefsky Shental and published by . This book was released on 1969 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Transforming the Workforce for Children Birth Through Age 8 written by National Research Council and published by National Academies Press. This book was released on 2015-07-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Download or read book Response contingent Reinforcement Interval in Paired associate Learning written by Melvyn Clifford Moy and published by . This book was released on 1970 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Response Availability on Paired associate Learning written by Patricia Ann Diewold and published by . This book was released on 1965 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Two hypotheses were considered concerning the effect of response availability on associative learning. The Underwood and Schulz (i960) "availability" hypothesis states that the response must be available in the response-recall sense before associative learning can begin. The alternative hypothesis states that response-learning and associative learning are independent processes. In a 2 x 3 factorial design (Experiment #l), Ss either received response pretraining or had no response pretraining, and subsequently they learned a list of pairs and received 1 , 3 , or 6 paired-associate recall trials. Following paired-associate recall all the Ss received an associative-matching test in which both the stimulus and the response terms were present. The paired-associate recall scores for the pretraining groups were greater than those for the no pretraining groups for the three and six-trial groups and these differences were significant statistically. On the associative-matching test there were only slight differences favoring the pretraining groups. The difference between pretraining and no pretraining groups in paired-associate recall was expected, to remain in the associative-matching test if response availability facilitates associative learning, and the difference was expected to disappear if response-learning and associative learning are independent processes. The results essentially support the independent process hypothesis. There was some evidence (Experiment # 2 ) that the difference between pretraining and no pretraining groups in paired-associate recall scores was due to the fact that response availability exerts its influence on paired-associate scores at the time of recall rather than during associative learning. Some of the difference may also be due to pacing or other performance factors peculiar to the anticipation method of testing. It was concluded that the relationship between response-learning and associative learning may be more complicated than visualized in this thesis, and that response availability may have some facilitating effect on associative learning. However, the results of these experiments offer good, reason to reconsider the Underwood and Schulz (i960) position concerning the necessity of response availability for associative learning, and to consider instead the alternative position that response-learning and associative learning are independent processes.
Download or read book Performance on the Associative Phase of Paired associate Learning as a Function of Stimulus M and Length of Test Interval written by Larry Dana Barnes and published by . This book was released on 1965 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Immediate and Delayed Feedback Following Correct Or Incorrect Responses on the Long Term Retention of Paired Associate Learning written by Abby Costello and published by . This book was released on 2007 with total page 34 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current research investigated the effect of feedback on the retention of paired associate vocabulary items after a delay that would be long enough to be relevant to the retention of comparable material in the real world. Participants learned twenty-six Swahili-English paired associates. Following three training trials, participants were given a recall test in which each Swahili word was presented, and participants typed the corresponding English word. One group of participants received feedback that was presented immediately following their initial responses and another group received feedback after a delay period. The final group did not receive any feedback. Then participants returned and took a second recall test after two days had passed. Results indicated that there was no significant interaction between feedback condition and the correctness of initial test responses. However, subsequent analysis indicated that when participants received immediate feedback following correct responses, recall was better than it was without feedback. Additionally, when participants received either immediate or delayed feedback following incorrect responses, they had a higher percentage correct on the final recall test than the no feedback group.
Download or read book Effect of Intralist Stimulus Similarity on Good and Poor Readers Paired associate Learning Ability written by Frances Powell and published by . This book was released on 1972 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:
