Developmental Changes in Memory Attributes.
01 Aug 1970-Journal of Educational Psychology (American Psychological Association)-Vol. 61, pp 292-296
About: This article is published in Journal of Educational Psychology.The article was published on 1970-08-01. It has received 102 citations till now. The article focuses on the topics: Associative learning & Dominance (ethology).
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TL;DR: In this paper, the authors propose the distinctions necessary to determine whether a person has comprehended an instructional communication, and outline procedures for constructing test questions based on these distinctions, and show that test questions derived according to the procedures give rise to orderly, sensible data.
Abstract: The thesis of this paper is that educational research workers have not yet learned how to develop achievement tests that meet the primitive first requirement for a system of measurement, namely that there is a clear and consistent definition of the things being counted. By "achievement test" I mean a set of questions asked to ascertain what a person has learned from exposure to instruction. There will be in the following a tacit restriction to paper-and-pencil test questions expressed in a natural language, though much of the discussion can be interpreted more broadly. The purpose of this paper is to propose the distinctions necessary to determine whether a person has comprehended an instructional communication, to outline procedures for constructing test questions based on these distinctions, and to show that test questions derived according to the procedures give rise to orderly, sensible data. The starting point for the analysis will be the now-classic Taxonomy of Educational Objectives (Bloom, et al, 1956), and I shall rely on the important recent work of Bormuth (1970) and Hively (1970). Finally, a number of articles in the recent literature will be reviewed to determine how investigators currently construct tests and what they report about these tests.
322 citations
TL;DR: In this article, the influence of differences in knowledge base on children's memory performance is reviewed and it is proposed that age differences in semantic memory affect the ease with which information in permanent memory can be activated, which in turn influences the amount of mental effort available for other cognitive operations.
302 citations
TL;DR: Fuzzy-trace theory's concepts of identity judgment, nonidentity judgment, and similarity judgment provide a unified account of the false-memory phenomena that have been most commonly studied in children: false-recognition effects and misinformation effects.
253 citations
Cites background from "Developmental Changes in Memory Att..."
...T instructions (accept only targets) are, of course, the standard ones in developmental studies of false recognition (e.g., Bach & Underwood, 1971; Felzen & Anisfeld, 1971)....
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TL;DR: In this article, the authors provide a better understanding of the difficulties experienced by young and elderly consumers by describing the basic processing deficits that characterize these age groups and identifying the task factors likely to affect the severity of these deficits.
Abstract: Limitations in the information-processing abilities of young and elderly consumers have generated considerable interest among consumer researchers, marketing practitioners, and government regulators. Most of the research in this area has concentrated on finding which types of deficits characterize both age groups. Little attention has been given to the possibility that the occurrence of these processing deficits may be dependent on task conditions. This article proposes to provide a better understanding of the difficulties experienced by young and elderly consumers by describing the basic processing deficits that characterize these age groups and identifying the task factors likely to affect the severity of these deficits. The article also relates these findings to theoretical, methodological, and managerial issues involved in studying and reacting to the difficulties faced by young and elderly consumers.
236 citations
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200 citations
TL;DR: Experiment I showed RI effects in long-term memory for pairs of adjectives in the classical RI paradigm (Learn A′-B, Learn A-C, Restest A-B), where A and A′ are adjectives with similar meanings.
120 citations
114 citations