Showing papers on "Verbal learning published in 1976"
TL;DR: In this paper, the authors describe an attempt to identify different levels of processing of information among groups of Swedish university students who were asked to read substantial passages of prose and also about how they set about reading the passages.
Abstract: Summary. This paper describes an attempt to identify different levels of processing of information among groups of Swedish university students who were asked to read substantial passages of prose. Students were asked questions about the meaning of the passages and also about how they set about reading the passages. This approach allows processes and strategies of learning to be examined, as well as the outcomes in terms of what is understood and remembered. The starting point of this research was that learning has to be described in terms of its content. From this point differences in what is learned, rather than differences in how much is learned, are described. It was found that in each study a number of categories (levels of outcome) containing basically different conceptions of the content of the learning task could be identified. The corresponding differences in level of processing are described in terms of whether the learner is engaged in surface-level or deep-level processing.
4,290 citations
540 citations
TL;DR: In this paper, five experiments are deseribed which examine how polysyllabic words (e.g., DAY-DREAM, ATHLETE) are stored and retrieved from lexical memory.
489 citations
TL;DR: The results suggest not only that the deficits in amnesia may be less global than it was suspected hitherto, but also that tests measured on an error criterion may show impairment in amnesic patients, while those measured in terms of time may not.
353 citations
TL;DR: In this article, the relationship between response recall and the spacing of repetitions (lag), as a function of the retention interval, was investigated in the continuous paired-associate paradigm.
238 citations
TL;DR: The behavioral effects of long-term exposure to a mixture of organic solvents were investigated in a comparison of the test results of 100 car painters with those of a reference group, and the possible role of a potentiating effect of the solvent in the development of behavioral disturbances is discussed.
Abstract: The behavioral effects of long-term exposure to a mixture of organic solvents were investigated in a comparison of the test results of 100 car painters with those of a reference group. The test battery included tests for intelligence, memory, psychomotor performances, and personality. In addition to the comparison of the mean results, two discriminant function analyses were made. In one, only the performance test variables were used, but in the other personality variables were also included. The results indicated impairments in psychological performances, as well as personality changes in the exposed group. Impairments in visual intelligence and verbal memory and a reduction of emotional reactivity were the central features of the adverse effects of solvent exposure, but the behavioral disturbances also involved several other functions, including performance on a verbal intelligence test. The possible role of the differences in the initial intelligence levels were controlled with a separate comparison of the test results of 33 pairs of exposed and nonexposed subjects who were matched for age and for their intelligence level, measured during the military service. The discriminant function analyses were based on the results of these matched subgroups and tested in the rest of the material. According to the results the sensitivity of the psychological test methods was high, but the specificity somewhat low, with regard to solvent exposure. The concentration of various solvents included in the exposure of car painters were low, the summated exposure corresponding corresponding to 32% of the Finnish threshold limit value. The possible role of a potentiating effect of the solvent in the development of behavioral disturbances is discussed.
234 citations
TL;DR: Three experiments investigated the hypothesis that, when interpreted in context, general terms are typically encoded on the basis of an instantiation, and indicated that a particular term naming the expected instantiation of a general term was a better cue for the recall of a sentence than the general term itself.
221 citations
TL;DR: The authors found that context was a powerful determiner of which meaning was remembered from polysemous paragraphs only when incoming information was processed at a deeper, more semantic level, and that students remembered more information and more context-consonant information when given instructions which required processing the paragraphs at a semantic level.
191 citations
TL;DR: This paper found that reading comprehension skill is best understood as dependent upon general language comprehension skill and that a language-specific memory function beyond mere short-term memory capacity appears to be an important component of comprehension skill.
186 citations
01 Jan 1976
TL;DR: For instance, Eysenck's 16 PF Battery as discussed by the authors was used to measure the degree of introversion in the human brain and personality dimensions, including the ability of the individual to recall memories and the ability to recall events.
Abstract: I Models of Personality.- Personality Research: Components of Variance Attributable to the Person and the Situation.- Personality in Monkeys: Factor Analyses of Rhesus Social Behaviour.- The Nature of Extraversion: A Genetical Analysis.- Primaries or Second-order Factors: A Critical Consideration of Cattell's 16 PF Battery.- Eysenck's Personality Dimensions: A Model for the MMP.- II The Physiological Basis of Personality.- Extraversion-Introversion and the EEG.- Electrodermal Lability as a Personality Dimension.- Initial Amplitude and Rate of Habituation of Orienting Reaction in Relation to Extraversion and Neuroticism.- Sensation Seeking and Cortical Augmenting-Reducing.- Salivary Response to Lemon Juice as a Measure of Introversion.- Introversion-Extraversion and Circadian Rhythms.- Personality and the Inverted-U Relation.- III Pain, Sensory Deprivation, and Sensation Seeking.- Introversion and Isolation Tolerance.- Personality and Time Estimation in Sensory Deprivation.- Tolerance for Experimentally Induced Pain as Related to Personality.- "Stimulus Hunger": Individual Differences in Operant Strategy in a Button-pressing Task.- Extraversion and Preferred Level of Sensory Stimulation.- Extraversion and Variety-seeking in a Monotonous Task.- Stimulant and Depressant Drugs on Kinaesthetic Figural After-effects.- The Tolerance for Pain and for Sensory Deprivation.- IV Personality and Vigilance.- Physiological and Personality Correlates of Commission Errors in an Auditory Vigilance Task.- Varied Auditory Stimulation, Temperament Differences and Vigilance Performance.- Personality and Physiological Correlates of Performance Decrement on a Monotonous Task Requiring Sustained Attention.- Vigilance Performance Related to Extraversion-Introversion and Caffeine.- The Effect of a Low Rate of Regular Signals upon the Reaction Times of Introverts and Extraverts.- Errors of Commission as a Function of Age and Temperament in a Type of Vigilance Task.- V Personality and Perceptual Reactions.- Extraversion and Auditory Sensitivity to High and Low Frequency.- Relation of Visual Sensitivity to Extraversion.- Effect of Intensity of Visual Stimulation on Auditory Sensitivity in Relation to Personality.- Effects of Intensity of Auditory Stimulation on Photopic Visual Sensitivity in Relation to Personality.- Extraversion and Pupillary Response to Affective and Tabboo Words.- Colour Preferences, Extraversion, and Neuroticism of Art Students.- Preference of Complexity as a Function of Neuroticism, Extraversion, and Amplitude of Orienting Response.- The Effects of Chlorpromazine and Dextroamphetamine Sulphate on the Visual Stimulation Preference of Extraverts and Introverts.- VI Psychomotor Behaviour.- Effects of Muscle Relaxation Training on State and Trait Anxiety in Extraverts and Introverts.- Psychomotor Performance as a Function of White Noise and Personality Variables.- Personality and the Success of Card-punch Operators in Training.- Evidence for the Generality of Reminiscence as a Function of Extraversion and Neuroticism.- Strategies in Rotary Pursuit Tracking.- Anxiety as a Function of Task Performance Feedback and Extraversion-Introversion.- VII Learning and Conditioning.- Emotionality and Performance on Competitional and Non-competitional Paired-associates.- Activation, Manifest Anxiety and Verbal Learning.- Extraversion, Neuroticism, and Verbal Reasoning Ability as Determinants of Paired-associates Learning.- Extraversion and Increased Interference in Paired-associate Learning.- Interference, Extraversion and Paired-associate Learning.- Effects of Anxiety Level and Extraversion-Introversion on Probability Learning.- The Influence of Personality and Task Conditions on Learning and Transfer.- The Effects of Stimulant and Depressant Drugs on Verbal Conditioning.- Conditioning, Introversion-Extraversion and the Strength of the Nervous System.- VIII Memory and Recall.- Extraversion, Arousal, and Paired-associate Recall.- Short- and Long-term Memory as a Function of Individual Differences in Arousal.- Relationship between Sharpening and Extraversion.- Individual Differences in Speed of Retrieval from Semantic Memory.- Arousal and Speed of Recall.- Individual Differences in Cognition: Some Relationships between Personality and Memory.- IX Cognition and Creativity.- Anxiety, Extraversion-Introversion, and Divergent Thinking Ability.- Divergent Thinking: A Complex Function of Interacting Dimensions of Extraversion-Introversion and Neuroticism-Stability.- The Relationships between Intelligence, Personality and Creativity under Two Conditions of Stress.- Individual Differences in Solution Time in Error-free Problem Solving.- Personality in Primary School Children: 1. Ability and Achievement.- The Effects of Chronological Age on the Relationship of Intelligence and Academic Achievement with Extraversion and Neuroticism.- Introversion-Extraversion, Time Stress, and Caffeine: Effect on Verbal Performance.- X Social Behaviour.- Personality Characteristics of Good Judges of Others.- Personality and Speech.- Personality and Differential Susceptibility to Hypnosis: Further Replication and Sex Differences.- Personality and Sexual Adjustment.- Extraversion, Neuroticism, Psychoticism and Antisocial Behaviour in Schoolgirls.
158 citations
TL;DR: For instance, the steady increase in the quantity of research being reported in the professional journals on learning from prose reflects a mushrooming interest in the topic (Frase, 1973a) as mentioned in this paper.
Abstract: Until quite recently, it appeared that the puzzle of how people learn from meaningful prose materials and how such learning can be enhanced was destined to remain unsolved and, for the most part, ignored. Carroll (1968) correctly observed that our learning theories contained a huge gap where one might expect to find explanations regarding acquisition of information from prose materials. Unfortunately, the rise of behaviourism was accompanied by the suppression of interest in cognitive processes. Thus, for several decades attention was focused primarily on simple associative mechanisms of learning, and much of learning research involved conditioning techniques applied to lower organisms. These trends may well have been responsible for the gap alluded to by Carroll. In any event, the tide now appears to be turning. The steady increase in the quantity of research being reported in the professional journals on learning from prose reflects a mushrooming interest in the topic (Frase, 1973a). Among the most important reasons for this trend are the work of Ausubel on meaningful verbal learning (1963) and the introduction of the notion of mathemagenic activities by Rothkopf (1965). While many researchers were attempting to generalize principles of
TL;DR: This article examined how people use inferences to aid comprehension of connected discourse and found that people store in memory both explicitly stated information and inferences required for contextual integration of that information, which suggests that people remember both explicitly and implicitly stated information.
TL;DR: Nootropyl (Piracetam) a drug reported to facilitate learning in animals was tested for its effect on man by administering it to normal volunteers, in a double blind study.
Abstract: Nootropyl (Piracetam) a drug reported to facilitate learning in animals was tested for its effect on man by administering it to normal volunteers. The subjects were given 3×4 capsules at 400 mg per day, in a double blind study. Each subject learned series of words presented as stimuli upon a memory drum. No effects were observed after 7 days but after 14 days verbal learning had significantly increased.
TL;DR: This article examined the comprehension of singly and multiply negatd sentences and found that when sentences contained more than two negatives, comprehension suffered a large decrement, which is consistent and substantial effect when added to a double negative sentence.
TL;DR: This paper investigated the relationship between semantic distance to response latencies in similarity judgments, to reaction times in a same-different classification task, and to proximity of recall in a free recall task.
01 Mar 1976
TL;DR: A flow diagram and text with instructive questions is a common way of teaching sequential chains of some verbal concepts and could be used to draw the learner's attention to critical parts of the chain and to provide subsequent learning practice.
Abstract: A flow diagram and text with instructive questions is a common way of teaching sequential chains of some verbal concepts. For example, a psychological principle could be presented in a text (e.g., "antecedents can determine behaviors and behaviors can determine consequences") and in a single flow diagram (e.g., "antecedents -behaviors -consequences"). An accompanying instructive question (e.g., "What determines behavior?") could be used to draw the learner's attention to critical parts of the chain and to provide subsequent learning practice. Such a presentation is usually assumed to form the basis for a multiple-choice recall question (e.g., "What class of events directly initiates behaviorsantecedents or consequences?"), especially if the test questions are related to the previously presented instructive ques-
TL;DR: In this paper, the authors compared the magnitudes of pairs of concepts from the semantic orderings of time, quality, and temperature, choosing either the concept that was longer/better/warmer/cooler or the concepts that was shorter/worse/colder.
TL;DR: Semantically interrelating sentences were presented to subjects as discrete items, and inference tests were given to measure the degree to which the similar information had been stored in the same memory system.
TL;DR: This paper showed that information encoded and stored while intoxicated was more effectively retrieved when later tests of recall were performed while intoxicated, as compared to recall accomplished in the sober state, and this dissociative recall effect was far more robust with low-imagery than with high-image words.
Abstract: A free-recall procedure demonstrated state-dependent learning using alcohol. Tests of long-term memory showed that both high- and low-imagery words were less likely to be recalled if stored while intoxicated rather than under sober conditions. However, information encoded and stored while intoxicated was more effectively retrieved when later tests of recall were performed while intoxicated, as compared to recall accomplished in the sober state. This dissociative recall effect was far more robust with low-imagery than with high-imagery words.
TL;DR: For instance, Craik et al. as mentioned in this paper found that first, third, and fifth graders (7.1, 8.8, 11.1 years old) performed semantic, acoustic and orthographic orienting activities to different words in a list.
TL;DR: This article examined the retrieval of regular and irregular past tense verbs and found that preterites such as TAUGHT are not stored as separate and independent lexical units but are formed from the verb stem (TEACH) by means of derivational rules.
01 Jan 1976
TL;DR: This chapter describes a production system for EPAM, featuring the automatic addition of productions by the basic system to represent incremental learning of three-letter nonsense syllables.
Abstract: : EPAM is a simple model of verbal learning that was developed to simulate certain features of human learning, but it has also turned out to be useful for certain kinds of discriminations in Al programs. This chapter describes a production system for EPAM, featuring the automatic addition of productions by the basic system to represent incremental learning of three-letter nonsense syllables. The design of the network represented by the added productions is discussed and its growth described. Details of the EPAM production system raise several issues with respect to general EPAM variations and with respect to production system issues such as the right set of production-building primitives. A comparison of the present program to a similar one by Waterman, using a radically different production system architecture, is carried out, highlighting the advantages of the present one. (Author)
TL;DR: The authors investigated the influence of the length of the original Brown-Peterson retention interval and whether the subject overtly rehearsed the word list or performed a rehearsal-preventing task during the retention interval.
TL;DR: In this article, two detection experiments were conducted with short lists of synthetic speech stimuli where phoneme targets were compared to syllable targets, and the results suggest that phonemes and syllables are equally basic to speech perception.
TL;DR: In this paper, the authors demonstrate spontaneous chunking in natural free recall learning by identifying clusters of items that recur together in different retrieval attempts, demarcated by different items or clusters.
Journal Article•
TL;DR: The authors suggest that it is not until we try to communicate the ideas of the passage, to ourselves or to others, that we indeed conceptualize it and know what meaning we have.
Abstract: "We read at our own pace, finish with an inchoate lump of meaning unformed by language, and go on to other activity." Henry goes on to suggest that it is not until we try to communicate the ideas of the passage, to ourselves or to others, that we indeed conceptualize it and know what meaning we have. This idea is supported by evidence from the field of verbal learning which strongly suggests that one learns best when the task one undertakes requires meaningful processing and an overt response (Anderson, 1970). Although reading teachers give lip service to the notion of developing active readers, it has become increasingly apparent that many common teaching practices, including the "establish purpose, read, answer questions" pattern typical of the DRA and its variations, are not adequately accomplishing this purpose. Even when such practices are moderately successful in the classroom, they tend to