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Interrelationships Of Learning Measure And Mode Of Stimulus And Response Presentation In Paired Associate Learning
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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 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 Stimulus Duration, Stimulus Meaningfulness, and Presentation Method in Paired-associate Learning by : David G. Elmes
Download or read book Stimulus Duration, Stimulus Meaningfulness, and Presentation Method in Paired-associate Learning written by David G. Elmes and published by . This book was released on 1966 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Nature of the Stimulus, Providing Mediators, and Paired-associate Learning by : Martin Bolt
Download or read book The Nature of the Stimulus, Providing Mediators, and Paired-associate Learning written by Martin Bolt and published by . This book was released on 1967 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship of Individual Differences in the Orienting Response and Arousal During Paired-associate Learning to Short- and Long-term Retention in Children by : Mary E. Manske
Download or read book The Relationship of Individual Differences in the Orienting Response and Arousal During Paired-associate Learning to Short- and Long-term Retention in Children written by Mary E. Manske and published by . This book was released on 1970 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Language and Language Behavior Abstracts by :
Download or read book Language and Language Behavior Abstracts written by and published by . This book was released on 1967 with total page 862 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Abstracts of the world's literature in linguistics and language-related research, book abstracts, book review listings, and enhanced bibliographic citations of relevant dissertations." Related disciplines such as anthropology, education, ethnology, information science, medicine, and communications are covered. Also includes some reference to papers in publishedconference proceedings.
Book Synopsis The Role of Stimulus and Response Familiarization in Paired-associate Learning by : David Trumbull Hakes
Download or read book The Role of Stimulus and Response Familiarization in Paired-associate Learning written by David Trumbull Hakes and published by . This book was released on 1961 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Role of Active Involvement in Children's Paired Associate Learning by : Mary Ellen Javel
Download or read book The Role of Active Involvement in Children's Paired Associate Learning written by Mary Ellen Javel and published by . This book was released on 1974 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Pictures Versus Words as Stimuli and Responses in Paired-associate Learning of Adolescents and Relationship to Reading Achievement and IQ. by : Donald Bruce Swensson
Download or read book Pictures Versus Words as Stimuli and Responses in Paired-associate Learning of Adolescents and Relationship to Reading Achievement and IQ. written by Donald Bruce Swensson and published by . This book was released on 1973 with total page 110 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 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.
Book Synopsis Variability of Response Latency in Paired Associate Learning as a Function of Training Procedure by : Wilson A. Judd
Download or read book Variability of Response Latency in Paired Associate Learning as a Function of Training Procedure written by Wilson A. Judd and published by . This book was released on 1970 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: Two procedures were investigated in an attempt to decrease the variability of overlearning response latencies in a study-test paradigm, paired-associate task matching CVC's with response keys: (a) self-pacing the task by presenting test-trial stimuli whenever the subject pressed a 'home' key, and (b) instructing and shaping subjects to keep the home key depressed until they selected a response key and measuring the period of home-key depression as the latency of response onset. (Author).
Book Synopsis Effects of Varying Stimulus and Stimulus Response Durations on Paired-associate Learning by Retardates and Normals by : Gordon R. Sigren
Download or read book Effects of Varying Stimulus and Stimulus Response Durations on Paired-associate Learning by Retardates and Normals written by Gordon R. Sigren and published by . This book was released on 1967 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Measuring Availability in Paired-associate Learning by : Sandra Altschul Norman
Download or read book Measuring Availability in Paired-associate Learning written by Sandra Altschul Norman and published by . This book was released on 1964 with total page 112 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 Learning and Short-term Retention of Paired Associates in Relation to Specific Sequences of Interpresentation Intervals by : Robert A. Bjork
Download or read book Learning and Short-term Retention of Paired Associates in Relation to Specific Sequences of Interpresentation Intervals written by Robert A. Bjork and published by . This book was released on 1966 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: The dissertation reports a study of short-term retention in paired-associate list learning. One purpose of the study was to ascertain empirically the extent to which short-term memory influences performance during the acquisition of a list of paired associates; a second was to gather evidence with respect to the conceptual relationship of short-term memory and learning. The particular experimental behavior chosen for study was the learning of a list of paired associates by means of a series of anticipation trials. An anticipation trial starts with the presentation of a stimulus to which the subject attempts to anticipate the correct response and ends with a presentation of the correct response. During an experimental session, the trials on any one item (presentation sequence) are characterized by a sequence of interpresentation intervals; that is, any two successive presentations of an item are separated by some number of trials on other items. The experimental design modified the standard anticipation procedure in two ways. (1) The series of trials was generated by a computer-implemented algorithm designed to yield a uniform distribution of interpresentation intervals. (2) All subjects had the same series of trials in the sense that each had the same set of presentation sequences. The confounding of item differences with the effects of the presentation sequences was avoided by counterbalancing across subjects the assignment of items to presentation sequences. (Author).
Book Synopsis The Relationship Between Serial Learning and Paired-associate Learning by : Chizuko Izawa
Download or read book The Relationship Between Serial Learning and Paired-associate Learning written by Chizuko Izawa and published by . This book was released on 1962 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt:
