Showing papers on "Verbal learning published in 1971"
Book•
14 Oct 1971
374 citations
224 citations
TL;DR: A number of psychologists in a variety of areas have proposed that behavior can be predicted from knowledge of the probability of the behavior leading to various outcomes and the evaluation of these outcomes as mentioned in this paper.
Abstract: : A number of psychologists in a variety of areas have proposed that behavior can be predicted from knowledge of the probability of the behavior leading to various outcomes and the evaluation of these outcomes. Theories based on this idea are reviewed in the areas of verbal conditioning, attitudes, and industrial psychology. Criticisms and improvements of the theories are discussed. (Author)
219 citations
190 citations
TL;DR: The authors found that the response time is shorter when the English word is a homograph, a word with more than one meaning, than when it is a nonhomograph, and that this facilitating effect of homography is observable when the meanings of the homograph are not systematically related and tend to tend to equiprobability.
126 citations
TL;DR: In this article, it was shown that an irrelevant visual perception interferes more with verbal learning by means of imagery than does an irrelevant auditory perception, and that the relative interfering effects of these perceptions were reversed in a verbal learning task involving highly abstract materials.
121 citations
103 citations
TL;DR: In this paper, it was shown that silent reading of self-directed commands significantly improved the performance of hyperactive boys on the Porteus Maze Test (Porteus, 1965), but did not establish that improvement in test performance depended primarily on vocalization.
Abstract: mands significantly improved the performance of hyperactive boys on the Porteus Maze Test (Porteus, 1965). We postulated that hyperactive children may not internalize speech adequately and are therefore deficient in the control of voluntary behavior ; however, we did not establish that improvement in test performance depended primarily upon vocalization. Performance might have improved if the commands had been presented visually, unaccompanied by vocalization. If vocalization is the crucial factor, then silent reading of the self-directed commands should
98 citations
92 citations
82 citations
TL;DR: The effectiveness of “cued” recall in the amnesic group was demonstrated and this finding is related to an interpretation of theAmnesic syndrome in terms of disinhibition.
TL;DR: This article used the subjective magnitude estimation (SME) method to obtain estimates of relative word frequency from two adult groups (15 lexicographers, 13 other adults) for 60 words ranging widely in objective frequency.
TL;DR: This article investigated two forms of glossing and an attached word list in reading selections having low and high new-word densities for their effects upon vocabulary learning and reading comprehension and found that glosses did not facilitate vocabulary learning nor hamper reading comprehension.
Abstract: Although the glossing of word meanings is a traditional practice in the preparation of foreign language reading materials, research establishing its value has apparently not been undertaken. Drawing its rationale from verbal learning research, this study was designed to investigate two forms of glossing and an attached word list in reading selections having low and high new-word densities for their effects upon vocabulary learning and reading comprehension. The results support neither the view that glosses facilitate vocabulary learning nor that they hamper it. The form of meaning presentation also does not appear to affect reading comprehension for the materials involved.
TL;DR: The effects of levodopa on tests measuring auditory and visual perception, auditory, and visual short-term memory, verbal learning, and on attention and concentration were studied in 29 patients with Parkinsonism as discussed by the authors.
Abstract: The effects of levodopa on tests measuring auditory and visual perception, auditory, and visual short-term memory, verbal learning, and on attention and concentration were studied in 29 patients with Parkinsonism. Thirty-two control subjects matched with the Parkinsonism patients on age, educational level, and verbal IQ were administered the same tests to control for practice effects. Significant improvement occurred for the Parkinsonism patients in verbal learning (an intermediate memory test) and in auditory perception. These improvements were unrelated to changes in anticholinergic medications, increases in alertness or concentration, lessening of depression, or improved motor ability or control. There was no test evidence of levodopa improving visual perception, short-term auditory or visual memory, alertness or concentration. Thus, there is no objective test evidence for levodopa producing a generalized awakening or an alerting effect in Parkinsonism patients who are intellectually alert and well-orientated. Interpretation of the test findings suggests a specific awakening effect, that of improvement in intermediate memory but not in short-term memory. Overall, the Parkinsonism group scored below the control group on all tests, suggesting that cognitive impairment accompanies Parkinson's disease even in patients who are intellectually intact and well oriented.
TL;DR: Alcoholic and nonalcoholic Ss were tested using verbal learning procedures that included multiple trial free-recall learning of random and related words; 2) multiple trial serial learning; and 3) the production and reproduction of discrete free associations.
Abstract: Alcoholic and nonalcoholic Ss were tested using verbal learning procedures that included 1) multiple trial free-recall learning of random and related words; 2) multiple trial serial learning; and 3) the production and reproduction of discrete free associations. The Ss were tested while sober and whi
TL;DR: In this paper, the theoretical functions of external feedback in S-R and close-loop models of verbal learning are presented, and a 3 × 3 factorial experiment including three types of feedback and three amounts of rehearsal is conducted.
TL;DR: It is argued that, through experience, the child learns that his behavior determines how well he does, and is thus motivated to perfect his strategies and to develop new ones.
Abstract: Research on verbal labeling and short-term memory is reviewed. Labeling affects short-term memory performance differently at different age levels. Serial position analyses demonstrate that labeling improves performance at recency positions, but has a deleterious effect which increases with age at the primacy positions. With age, children increasingly rely on the use of their own rehearsal strategies to perform in memory tasks. Particular strategies are developed appropriate to particular task situations. Young children who do not rehearse spontaneously can be induced to do so. It is argued that, through experience, the child learns that his behavior determines how well he does. He is thus motivatedto perfect his strategies and to develop new ones.
TL;DR: Results from tests carried out when patients were not manic showed changes in verbal learning and word association patterns that support the hypothesis that a reversible learning disorder occurs during mania that is specific to this illness.
Abstract: When compared to results from tests carried out when they were not manic, patients during mania showed changes in verbal learning and word association patterns. The findings support the hypothesis that a reversible learning disorder occurs during mania that is specific to this illness and is accounted for by different patterns of verbal association. The disorder may be related to states of hyperarousal and to alterations in central biogenic amine function.
TL;DR: This article investigated the effect of associative recall in VDL and incidental associative learning with single image, compound image, and repeated word aloud several times (Repetition) instructions, and found that the single image instruction produced higher performance than repetition in the VDL task.
TL;DR: In this article, Overt and covert verbalization in problem solving is discussed. But the authors do not discuss the role of covert verbalisation in the problem of problem-solving.
Abstract: (1971). Overt and covert verbalization in problem solving. Speech Monographs: Vol. 38, No. 3, pp. 171-176.
Journal Article•
TL;DR: While material rewards were most often employed, verbal rewards were frequently included, and the interaction with experimentally manipulated motivation is investigated in the program undertaken.
Abstract: Publisher Summary This chapter deals with the definition and manipulation of incentive qualities and magnitudes in laboratory learning situations with children. In selective learning, incentives may direct attention to cues and dimensions; in verbal learning, they may lead to arousal facilitating attention and/or selective rehearsal. Individual differences in intelligence and socioeconomic status have sometimes been instructive, as have many pilot experiments that failed. While material rewards were most often employed, verbal rewards were frequently included, and the interaction with experimentally manipulated motivation is investigated in the program undertaken. The effects of accumulating rewards in massed sessions are also studied. The chapter attempts to review the laboratory findings, including work currently in progress, to specify critical parameters, demonstrate theoretical issues, and share complex problems.
TL;DR: Rossi et al. as mentioned in this paper investigated a developmental progression in children's bases for organizing words in free recall and found that the hypothesized developmental progression began with rhyming responses peaking at age 2, followed by syntactical, clustering, and serial ordering responses reaching their peaks at ages 3, 4, and 5, respectively.
Abstract: Rossi, SHEILA, and WITTROCK, M. C. Developmental Shifts in Verbal Recall between Mental Ages Two and Five. CHILD DEVELOPMENT, 1971, 42, 333-338. A developmental progression in children's bases for organizing words in free recall was investigated. The hypothesized developmental progression began with rhyming responses peaking at MA 2, followed by syntactical, clustering, and serial ordering responses reaching their peaks at MA 3, MA 4, and MA 5, respectively. 2 stimulus lists of 12 words were presented individually to 144 children. It was found as hypothesized that in free recall: (1) rhyming reached its peak proportion at MA 2; (2) syntactical responses reached their highest proportion at MA 3; (3) clustering reached its peak proportion at MA 4; (4) serial ordering reached its peak at MA 5; (5) clustering showed a positive linear trend with intelligence; (6) intrusions showed a negative linear trend with intelligence; and (7) the most frequent responses at a given age were rhyming at MA 2, clustering at MA 3 and 4, and serial ordering at MA 5.
TL;DR: Though the two deaf groups performed equally well after silent reading, after reading aloud the comprehension difference was significant at better than the 0·001 level and the ‘visualizers’ comprehended significantly less when they read aloud than when they reading silently.
Abstract: A group of hearing and a group of profoundly deaf school children were tested for comprehension after reading prose passages either silently or aloud. The deaf subjects were known, from previously published studies, to comprise a subgroup who primarily relied on articulatory coding to memorize verbal material, and another subgroup who seemed more to rely on a visual code. Neither the hearing controls nor the deaf articulators showed a significant effect of reading mode. The ‘visualizers’ comprehended significantly less when they read aloud than when they read silently. Though the two deaf groups performed equally well after silent reading, after reading aloud the comprehension difference was significant at better than the 0·001 level.