Showing papers on "Verbal learning published in 1975"
TL;DR: This paper found that nonwords that are stems of prefixed words (e.g., juvenate ) take longer to classify than nonwords which are not stems (e., pertoire ), suggesting that the nonword stem is directly represented in the lexicon.
949 citations
TL;DR: In this paper, the problem of optimizing the teaching of a foreign language vocabulary has been studied in the context of computer-assisted instruction (CAI) programs for reading in primary grades and computer science at the college level.
Abstract: For some time I have been involved in efforts to develop computer-controlled systems for instruction. One such effort has been a computer-assistedinstruction (CAI) program for teaching reading in the primary grades (Atkinson, 1974) and another for teaching computer science at the college level (Atkinson, in press). The goal has been to use psychological theory to devise optimal instructional procedures—procedures that make moment-by-moment decisions based on the student's unique response history. To help guide some of the theoretical aspects of this work, research has also been done on the restricted but well-defined problem of optimizing the teaching of a foreign language vocabulary. This is an area in which mathematical models provide an accurate description of learning, and these models can be used in conjunction with the methods of control theory to develop precise algorithms for sequencing instruction among vocabulary items. Some of this work has been published, and those who have read about it know that the optimization schemes are quite effective—far more effective than procedures that permit the learner to make his own instructional decisions (Atkinson, 1972a, 1972b; Atkinson & Paulson, 1972). In conducting these vocabulary learning experiments, I have been struck by the incredible variability in learning rates across subjects. Even Stanford University students, who are a fairly select sample, display impressively large betweensubject differences. These differences may reflect differences in fundamental abilities, but it is easy to demonstrate that they also depend on the strategies that subjects bring to bear on the task. Good learners can introspect with ease about a "bag of tricks" for learning vocabulary items, whereas poor
408 citations
219 citations
TL;DR: Ausubel as mentioned in this paper advocates the use of advance organizers to facilitate the learning of written materials, and recommends that advance organizers be written at a higher level of abstraction, generality, and inclusiveness than the learning task itself.
Abstract: Written materials are now and are likely to remain an important resource in the classroom. A perennial concern of educators is the preparation and use of materials that are organized in such a way as to maximize learning. David P. Ausubel, in his theory of meaningful verbal learning, advocates the use of advance organizers to facilitate the learning of written materials. The purpose of the organizer, according to Ausubel (1963, p. 23), is to relate the potentially meaningful materials to be learned to the already existing cognitive structure of the learner. It is his assumption that the learner's cognitive structure is organized hierarchically in terms of highly inclusive conceptual traces under which are subsumed less inclusive subconcepts as well as specific informational data. Based on this assumption, Ausubel (1963) recommends that advance organizers be written at "a higher level of abstraction, generality, and inclusiveness than the learning task itself"
205 citations
TL;DR: Friedrich et al. as discussed by the authors evaluated the effects of prosocial television alone and in combination with training-verbal labeling and role playing on learning and helping behavior of kindergarten children.
Abstract: FRIEDRICH, LYNETTE K., and STEIN, ALETHA H. Prosocial Television and Young Children: The Effects of Verbal Labeling and Role Playing on Learning and Behavior. CHILD DEVELOPMENT, 1975, 46, 27-38. The effects of prosocial television alone and in combination with training-verbal labeling and role playing--on learning and helping behavior were assessed. 73 kindergarten children were assigned to 1 of 5 conditions for the 4 viewing and training sessions: (a) neutral television and irrelevant training, (b) prosocial television and irrelevant training, (c) prosocial television and verbal-labeling training, (d) prosocial television and role-playing training, or (e) prosocial television and both verbal-labeling and roleplaying training. 3 measures of learning were employed: a content test to measure knowledge of specific content of programs and generalization of themes to other situations, a puppet measure to assess both spontaneous speech related to program content and helping behavior in a fantasy context, and a third measure designed as a behavioral index of helping another child. The results provide support for the prediction that children learn the prosocial content of television programs and generalize that learning to other situations. Support is also found for the prediction that training enhances verbal learning and affects actual helping behavior. The verbal labeling had the greatest impact on the verbal measures of learning, particularly for girls, and role-playing training was more effective, particularly for boys, in increasing nonverbal helping behavior. The 3 diverse measures of learning, both specific and generalized, were positively related to one another. This was true for verbal as well as behavioral indices of helping.
183 citations
TL;DR: The last review of memory and verbal learning by Tulving and Madigan as discussed by the authors painted a deeply pessimistic picture of the theoretical and experimental progress during the nearly 100 years of the post-Ebbinghaus era.
Abstract: 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 relation to the complexities and subtleties of human memory. For the most part, the experiments demonstrated and quantified what Aristotle expounded in the remote days of antiquity-that memory is likely to reflect the contiguity and similarity of past events. While that proposition may have some empirical validity, it offers no purchase on the dynamics of remem bering. Yet the students of learning and memory were excruciatingly slow to break out of the constraints imposed by the pretheoretical schema of mechanical chaining of mental representations. A discouraging manifestation of the futility of it all was the fact that laboratory procedures, such as serial and paired-associate learning, which obviously can be no more than a means to an end, became an object of experimental and theoretical analysis, i.e. an end by themselves. Thus it came about that in the middle of the twentieth century, man still thought "about his own memory processes in terms readily translatable into ancient Greek" (180, p. 437). It is only fair to add that the picture painted by Tulving and Madigan was not one of unrelieved gloom. They saw many promising leads as attention shifted away from the traditional problems of association to questions about the processing, storage, and retrieval of the multiplex information to which man is exposed both inside and outside the laboratory. This chapter is being written about 5 years after the last review, but the lines of historical development appear quite different to the present writer, and not only
160 citations
TL;DR: Results suggest learning may be intrinsically rewarding and clarify one of the mechanisms involved in the relationship between exposure frequency and affect, extending Berlyne's two-factor theory of the effects of stimulus familiarity.
Abstract: The mediating role of learning in the relationship between repeated exposure and affect was explored and supported in three experiments involving a total of 229 undergraduate participants. It was found that both learning and affect measures behaved in essentially the same way as a function of exposure duration (Experiments 1 and 3), serial position (Experiments 1 and 2), rating delay (Experiment 1) and stimulus properties (Experiment 1). These results suggest learning may be intrinsically rewarding and clarify one of the mechanisms involved in the relationship between exposure frequency and affect, extending Berlyne's two-factor theory of the effects of stimulus familiarity.
134 citations
TL;DR: The authors found that the accessibility of retrieval cues which provide access to higher-order memory units which have been encoded in the dissociated state depends on restoration of that state at the time of attempted recall.
133 citations
TL;DR: The emphasis in contemporary cognitive psychology on the pervasiveness of verbal coding in a variety of cognitive tasks, and also current interest in such visuospatial abilities as visual imagery or mental rotation, seems surprising that no attention has been paid to the possible existence of sex differences.
Abstract: STANDARD texts on differential psychology often discuss briefly the existence of sex differences in the ability to perform various cognitive tasks1–3 A rough generalisation is that females perform better than males on verbal tasks (for example, verbal fluency, articulation, spelling), whilst males are superior on visuospatial tasks (for example, maze learning or form-board tasks), although exceptions are plentiful In view of the emphasis in contemporary cognitive psychology on the pervasiveness of verbal coding in a variety of cognitive tasks, and also current interest in such visuospatial abilities as visual imagery or mental rotation, it seems surprising that no attention has been paid to the possible existence of sex differences
98 citations
90 citations
TL;DR: The authors found that the recall of high frequency clusters at the end of words could not be explained in terms of sophisticated guessing and support a distinct memory system for word names which is organized for use in the production and perception of speech and writing.
TL;DR: This article found that sentences were better remembered following auditory than visual presentation and suppressing vocal activity by asking subjects to count while reading led to a decrement in the retention of sentence wording and meaning.
TL;DR: In this paper, the authors explored the influence of articulatory suppression on performance in free recall and found that the recency effect does not reflect a short-term phonemic store.
TL;DR: A finding commonly obtained in research using the Buss "aggression machine" is a main effect for trail blocks, indicating an escalation in shock intensity over trails, supporting a disinhibition theory of anti- and prosocial behavior.
Abstract: A finding commonly obtained in research using the Buss "aggression machine" is a main effect for trail blocks, indicating an escalation in shock intensity over trails. Theoretical explanations for this effect were tested in a modified verbal operant-conditioning situation. In Experiment 1, subjects could administer any of 10 levels of positive reinforcement to a "learner" for correct verbal responses or any of 10 levels of negative reinforcement to a learner for incorrect responses. Half of the subjects were required to begin with weak, half with strong, reinforcements. Results indicated that, regardless of condition, subjects gave more intense reinforcements as the learning trails progressed. Those who administered negative reinforcements devalued the learner relative to those who administered positive reinforcements. In Experiment 2, a role-playing procedure was used in which subjects administered either positive or negative reinforcements to a learner whose performance either did or did not improve over trials. Again, in all experimental groups, subjects administered increasingly intense reinforcements over trials. The results are interpreted as supporting a disinhibition theory of anti- and prosocial behavior.
TL;DR: It appears that the sense of smell is not as well suited to the PA task as vision when essentially naive subjects are involved, and acquisition was facilitated by the use of highly familiar odors.
Abstract: Two paired-associate (PA) learning studies observed the acquisition performance of 85 college students with either odors or abstract figures as stimuli and numbers as responses. In both studies visual PA acquisition was reliably superior to olfactory learning. Since the second study was designed to maximize the learning of associations to the odors and minimize the learning of associations to the figures, it appears that the sense of smell is not as well suited to the PA task as vision when essentially naive subjects are involved. In a third experiment, the familiarity of odors and figures was judged and reported as a graphic magnitude estimation response. These judged stimulus familiarities were used to select stimuli for the PA task. Subsequently, PA acquisition was facilitated by the use of highly familiar odors.
TL;DR: This paper found that fifth and eighth graders tended to repeat stimulus words immediately after presentation, and not enter items into subsequent rehearsal sets, while adults, in contrast, tended to reenter items for additional rehearsal, and had larger rehearsal buffers.
TL;DR: The authors examined the nature of the memory representation of two types of information in picture stories: surface information, arising directly from pictures which occur in the stories, and conceptual information, easily inferable when integrating the pictures into a connected story, but arising potentially also from pictures not in the story.
TL;DR: It was found that the correlation was significantly lower in the elderly sample than in the young adult sample, and the relationship between these two abilities will decline systematically across the age span after young adulthood.
Abstract: The theory of fluid and crystallized intelligence predicts that the relationship between these two abilities will decline systematically across the age span after young adulthood. In order to test this hypothesis in an elderly sample, the Raven Progressive Martices and the WAIS vocabulary subtest were administered to a sample of individuals (N=40), ranging in age from 60 to 79, and also, for purposes of comparison, to a sample of young adults (N=35). It was found that the correlation was significantly lower in the elderly sample (.386) than in the young adult sample (.672).
TL;DR: One-week prose retention was examined as a function of four activities immediately following reading as mentioned in this paper, and the immediate activity facilitation findings were attributed to two processes, practice at retrieval of stored information and addition of answers to items not recallable immediately after reading.
Abstract: One-week prose retention was examined as a function of four activities immediately following reading. Completion questions as an immediate activity with knowledge of results produced significantly better delayed retention than did questions without knowledge of results or presentation of statements equivalent in information to the questions with knowledge of results. These three conditions yielded performance significantly superior to the nonactivity control. Knowledge of results did not increase retention for correctly answered immediate questions, and it significantly increased delayed performance for immediate questions incorrectly answered. The immediate activity facilitation findings were attributed to two processes, practice at retrieval of stored information and addition of answers to items not recallable immediately after reading. No delayed retention difference occurred between passage information and equivalent randomly presented statements.
TL;DR: This paper critically evaluates associative theories of sentence memory, taking as its starting point the model proposed by Anderson and Bower (1973) and two sentence-memory experiments are presented.
TL;DR: The hypothesis that free recall curves reflecting the effects of serial position, presentation time, and delay of recall are attributable to subjects' pattern of rehearsal was explored in four experiments.
TL;DR: Also, combinat ions of words/concepts t h a t have not been experienced as discussed by the authors, and combinatorial relations between words and concepts have not yet been investigated.
Abstract: Also, combinat ions of words/concepts t h a t have neve r been exper ienced
TL;DR: In this paper, the free recall of an item does not facilitate its subsequent recognition, and the authors show that the facilitating effect of free recall on recognition is quite substantial and that even if recall did facilitate the recognition of individual items, previously employed paradigms are such that its overall effect might not be readily apparent.
TL;DR: This article showed that less pronounceable words are recognized as nonsense faster than more pronounceable nonsense words and that differences in pronounceability produce their effects during the sequencing of the neural instructions associated with each phoneme.
TL;DR: A paired-associate verbal learning task was used to determine the type of perceptual coding strategies hearing-impaired persons use in auditory perceptual processing of language, and the semantic coding strategy appeared to be more efficient than the sign coding strategy.
Abstract: A paired-associate verbal learning task was used to determine the type of perceptual coding strategies hearing-impaired persons use in auditory perceptual processing of language. Four lists of word pairs were devised, whereby the word pairs in each list were characterized as sharing either similar sign-similar meaning, dissimilar sign-similar meaning, similar sign-dissimilar meaning, or dissimilar sign-dissimilar meaning. Severely hearing-impaired subjects were required to replace the missing word associated with the word pairs. The results showed that, while the subjects were able to code the verbal material on both a sign basis and a semantic basis, the semantic coding strategy appeared to be more efficient than the sign coding strategy. The findings are related to earlier investigations and are explained according to a theoretical model of perception.
TL;DR: In this article, a two-factor theory of proactive interference in the Brown-Peterson paradigm is proposed to explain the retrieval changes and the storage changes in a Bayesian statistical procedure that separates storage from retrieval.
TL;DR: In two experiments using the Brown-Peterson memory paradigm, various instructions to guess had small effects on recall, but sizeable effects on the incidence of prior list intrusions.