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The Effects Of Type Of Feedback And Certainty Of Correctness Of Response In Paired Associate Learning
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Book Synopsis The Effects of Type of Feedback and Certainty of Correctness of Response in Paired Associate Learning by : Eduardo J. Rivera Medina
Download or read book The Effects of Type of Feedback and Certainty of Correctness of Response in Paired Associate Learning written by Eduardo J. Rivera Medina and published by . This book was released on 1971 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Immediate and Delayed Feedback Following Correct Or Incorrect Responses on the Long Term Retention of Paired Associate Learning by : Abby Costello
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.
Book Synopsis Paired-Associates Learning by : Albert E. Goss
Download or read book Paired-Associates Learning written by Albert E. Goss and published by Academic Press. This book was released on 2014-05-12 with total page 369 pages. Available in PDF, EPUB and Kindle. Book excerpt: Paired-Associates Learning: The Role of Meaningfulness, Similarity, and Familiarization focuses on the role of meaningfulness, similarity, and familiarization of stimuli in paired-associates (PA) learning. The book illustrates the problems, methods, findings, and theoretical implications of research findings. The book first offers information on scalings of meaningfulness, theoretical analyses, and meaningfulness in PA learning. Discussions focus on rationale and general objectives, designs of experiments, techniques, construction and use of lists, and overview and specific analyses. The text then examines similarity and familiarization, including scalings, effects of similarity on acquisition and backward recall, familiarization and transfer, and effects of familiarization. The manuscript ponders on meaning and association and summary, significance, and suggestions. Topics include theoretical analyses and significance of empirical findings and conclusions, acquired-distinctiveness training, number of and associations among elements, induction of meaning and meaningfulness, and response-mediated associations. The publication is a dependable reference for researchers interested in paired-associates learning.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2002 with total page 522 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Similarity and Repetition of Response Alternatives on Various Types of Paired Associate Learning by : K. A. Johnson
Download or read book The Effects of Similarity and Repetition of Response Alternatives on Various Types of Paired Associate Learning written by K. A. Johnson and published by . This book was released on 1965 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt: The investigation was an attempt to find learning materials for which the simultaneous presentation technique would be inferior to other techniques. Subjects learned a 40-item list of paired-associates under one of four training conditions. The stimulus terms were the names of electronic circuits, the response terms, schematic diagrams of electronic circuits. Half the items had distractors that were very similar to the correct response term, the remaining half, distractors that were less similar. Half the items in each of these groups had distractors that were the correct response terms for other items in the list. The remaining items had distractors that were unique to a given item. The overall differences between training techniques were not large, but there was some indication that the Five Alternative Prompt condition was inferior to the remaining conditions. Interactions were found between training conditions and item types, but again the differences involved were not large. Separate comparisons on the various item types indicated that in no case was the One Alternative Prompt condition reliably inferior to any of the remaining conditions. (Author).
Book Synopsis An Analysis of Response Mode and Feedback Factors in Automated Instruction by : Robert Arthur Goldbeck
Download or read book An Analysis of Response Mode and Feedback Factors in Automated Instruction written by Robert Arthur Goldbeck and published by . This book was released on 1960 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Reinforcement-test Sequences in Paired-associate Learning by : Chizuko Izawa
Download or read book Reinforcement-test Sequences in Paired-associate Learning written by Chizuko Izawa and published by . This book was released on 1965 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learning of paired-associate items was studied in relation to different repetitive sequences of reinforced (R) trials and test (T) trials. One purpose was to obtain evidence as to whether either learning or forgetting occurs on unreinforced T trials; a second was to adduce principles bearing on the problem of optimal programming of R and T trials. The four training conditions were: (1) R T R T ... ; (2) R R T R R T ... ; (3) R T T R T T ... ; (4) R R T T R R T T ... Five items were assigned to each condition and the sequences were repeated till a criterion of learning was reached. Two groups of 50 subjects were run; one with nonsense syllable-number pairs and one with nonsense syllable-word pairs. Performance on tests given successively without intervening reinforcement showed no significant change in correct response probability--suggesting that neither learning nor forgetting occurred on T trials per se. The course of learning was, however, affected to a major extent by the ratio of Ts to Rs and by their arrangement in the various repetitive sequences. Learning curves plotted in terms of error proportion on the first T following the n(th) R trial lined up in the order: Condition 3 (lowest), 1, 4, 2. (Author).
Book Synopsis The Effects of Response Familiarization on Paired-associate Learning by : Robert Joseph Blanchard
Download or read book The Effects of Response Familiarization on Paired-associate Learning written by Robert Joseph Blanchard and published by . This book was released on 1962 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1971 with total page 500 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Interrelationships of Learning Measure and Mode of Stimulus and Response Presentation in Paired Associate Learning by : Salvador Santiago-Negron
Download or read book Interrelationships of Learning Measure and Mode of Stimulus and Response Presentation in Paired Associate Learning written by Salvador Santiago-Negron and published by . This book was released on 1969 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Some Effects of Graduated Cueing on the Learning of Paired Associates by : American Institutes for Research
Download or read book Some Effects of Graduated Cueing on the Learning of Paired Associates written by American Institutes for Research and published by . This book was released on 1961 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Comprehensive Dissertation Index, 1861-1972: Education by : Xerox University Microfilms
Download or read book Comprehensive Dissertation Index, 1861-1972: Education written by Xerox University Microfilms and published by . This book was released on 1973 with total page 1002 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Influence of Stimulus-response Rhyming in the Paired-associate Learning Task by : Laura Lee Specht Bolton
Download or read book The Influence of Stimulus-response Rhyming in the Paired-associate Learning Task written by Laura Lee Specht Bolton and published by . This book was released on 1969 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Short- and Long-term Effects of Experimenter-imposed and Subject-generated Sentence and Image Mediators on Paired-associate Learning in Children by : Stephen Kerst
Download or read book Short- and Long-term Effects of Experimenter-imposed and Subject-generated Sentence and Image Mediators on Paired-associate Learning in Children written by Stephen Kerst and published by . This book was released on 1972 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Prior Response Learning Upon Subsequent Paired-associate Acquisition Under Constant Or Varied Orders of Presentation by : Douglas Lee Nelson
Download or read book The Effect of Prior Response Learning Upon Subsequent Paired-associate Acquisition Under Constant Or Varied Orders of Presentation written by Douglas Lee Nelson and published by . This book was released on 1965 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Organizational Factors in Paired-associate Learning by : Peggy Anne Runquist
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.
Book Synopsis The Effect of Response Availability on Paired-associate Learning by : Patricia Ann Diewold
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.
