Results for 'free recall learning'

991 found
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  1.  24
    Retroactive inhibition in free-recall learning with alphabetical cues.Bonnie Zavortink & Geoffrey Keppel - 1968 - Journal of Experimental Psychology 78 (4p1):617.
  2.  25
    Free recall learning of visual figures as a function of form of internal structure.James R. Whitman & W. R. Garner - 1962 - Journal of Experimental Psychology 64 (6):558.
  3.  24
    Memory storage in free recall learning as a function of arousal and time with homogeneous and heterogeneous lists.Frank H. Farley - 1973 - Bulletin of the Psychonomic Society 1 (3):187-189.
  4.  37
    Higher order memory units and free recall learning.Gordon Wood - 1969 - Journal of Experimental Psychology 80 (2p1):286.
  5.  27
    Effects of blocking of input and blocking of retrieval cues on free recall learning.Susan P. Luek, John P. Mclaughlin & George A. Cicala - 1971 - Journal of Experimental Psychology 91 (1):159.
  6.  36
    Effect of amount of prior free recall learning on paired-associate transfer.James L. Rogers & William F. Battig - 1972 - Journal of Experimental Psychology 92 (3):373.
  7.  29
    Retroactive inhibition in free recall learning: Unlearning or category size or?Boonie Z. Strand - 1970 - Journal of Experimental Psychology 83 (2p1):286.
  8.  25
    Whole-part transfer from paired-associate to free recall learning.Gordon Wood - 1969 - Journal of Experimental Psychology 82 (3):532.
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  9.  34
    Is a test trial a training trial in free recall learning?Roy Lachman & Kenneth R. Laughery - 1968 - Journal of Experimental Psychology 76 (1p1):40.
  10.  26
    Retention of free recall learning: The whole-part problem.Lynn Hasher - 1971 - Journal of Experimental Psychology 90 (1):8.
  11.  24
    Storage and retrieval cues in free recall learning.Joel S. Freund & Benton J. Underwood - 1969 - Journal of Experimental Psychology 81 (1):49.
  12.  33
    Test of the total-time hypothesis in free-recall learning.Leo Postman & Linda Warren - 1972 - Journal of Experimental Psychology 96 (1):176.
  13.  26
    Word Meaning Contributes to Free Recall Performance in Supraspan Verbal List-Learning Tests.Sandrine Cremona, Gaël Jobard, Laure Zago & Emmanuel Mellet - 2020 - Frontiers in Psychology 11.
    Supraspan verbal list-learning tests, such as the Rey Auditory Verbal Learning Test (RAVLT), are classic neuropsychological tests for assessing verbal memory. In this study, we investigated the impact of the meaning of the words to be learned on 3 memory stages (short-term recall, learning, and delayed recall) in a cohort of 447 healthy adults. First, we compared scores obtained from the RAVLT (word condition) to those of an alternative version of this test using phonologically similar (...)
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  14.  38
    Cued and uncued free recall of unrelated words following interpolated learning.David R. Basden - 1973 - Journal of Experimental Psychology 98 (2):429.
  15.  29
    Whole-part transfer from free recall to serial learning.Gordon Wood - 1969 - Journal of Experimental Psychology 79 (3p1):540.
  16.  35
    Transfer of implicit associative responses between free-recall learning and verbal discrimination learning tasks.Lawrence E. Cole & N. Jack Kanak - 1972 - Journal of Experimental Psychology 95 (1):110.
  17.  34
    Semantic and syntactic constraints on free-recall learning of sentential material.Verne R. Bacharach - 1972 - Journal of Experimental Psychology 96 (1):223.
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  18.  35
    Transfer from free-recall to paired-associate learning.A. Keith Barton & Robert K. Young - 1972 - Journal of Experimental Psychology 95 (1):240.
  19.  27
    Clustering in free recall following paired-associate learning.Peggy A. Runquist - 1970 - Journal of Experimental Psychology 83 (2p1):260.
  20.  34
    Effects of word frequency and acoustic similarity on free-recall and paired-associate-recognition learning.Stephen W. Holborn, Karen L. Gross & Pamela A. Catlin - 1973 - Journal of Experimental Psychology 101 (1):169.
  21.  37
    Effects of verbal and imaginal learning on recognition, free recall, and aided recall tests.James P. Robinson - 1970 - Journal of Experimental Psychology 86 (1):115.
  22.  20
    Manipulated retrievability in free recall.Robert K. Young & A. Keith Barton - 1972 - Journal of Experimental Psychology 93 (1):143.
  23.  24
    Developmental changes in free recall and serial learning of categorically structured lists.Carla J. Posnansky & James W. Pellegrino - 1975 - Bulletin of the Psychonomic Society 5 (5):361-364.
  24.  14
    A replication of free recall and ordering of trigrams.Edward C. Carterette - 1963 - Journal of Experimental Psychology 66 (3):311.
  25.  20
    Learning to organize in free recall.Laraine Masters Glidden - 1975 - Bulletin of the Psychonomic Society 5 (3):217-218.
  26.  27
    Intratrial and intertrial retention: Notes towards a theory of free recall verbal learning.Endel Tulving - 1964 - Psychological Review 71 (3):219-237.
  27.  32
    Free recall and ordering of trigrams.Leonard M. Horowitz - 1961 - Journal of Experimental Psychology 62 (1):51.
  28.  35
    Tachistoscopic recognition thresholds, paired-associate learning, and free recall as a function of abstractness-concreteness and word frequency.Wilma A. Winnick & Kenneth Kressel - 1965 - Journal of Experimental Psychology 70 (2):163.
  29.  21
    Transfer of incidental learning to free recall.Robert E. Hicks, Mary T. Tarr & Robert K. Young - 1973 - Journal of Experimental Psychology 100 (2):254.
  30.  22
    Effects of number of study environments and learning instructions on free-recall clustering and accuracy.Steven M. Smith - 1985 - Bulletin of the Psychonomic Society 23 (6):440-442.
  31.  37
    Free, forced, and restricted recall in verbal learning.Walter Ritter & Herman Buschke - 1974 - Journal of Experimental Psychology 103 (6):1204.
  32.  25
    Organizational factors in free recall of bilingually mixed lists.Joel Saegert, Judith Obermeyer & Shahe Kazarian - 1973 - Journal of Experimental Psychology 97 (3):397.
  33.  32
    Effects of incidental and intentional learning instructions on the free recall of naturalistic sounds.Roberta A. Ferrara, C. Richard Puff, Gerard A. Gioia & J. Melinda Richards - 1978 - Bulletin of the Psychonomic Society 11 (6):353-355.
  34.  33
    Category similarity and retroactive inhibition in free recall.Isabel M. Birnbaum - 1974 - Journal of Experimental Psychology 102 (6):1147.
  35.  19
    Patterned versus unpatterned sequences of study and recall trials in free recall of a categorizable word list.James G. Simmons - 1973 - Journal of Experimental Psychology 101 (1):191.
  36.  30
    Rate of recall as a measure of learning: I. The effects of retroactive inhibition.Leo Postman, James P. Egan & Jean Davis - 1948 - Journal of Experimental Psychology 38 (5):535.
  37.  22
    Free associative prediction of mediated learning.Stuart Miller - 1971 - Journal of Experimental Psychology 89 (1):187.
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  38.  30
    Differential recall of stimuli and responses following paired-associate learning.Sandra S. Merryman & Coleman T. Merryman - 1968 - Journal of Experimental Psychology 77 (2):345.
  39.  34
    Free and cued recall as a function of different levels of word processing.Michele S. Mondani, James W. Pellegrino & William F. Battig - 1973 - Journal of Experimental Psychology 101 (2):324.
  40.  27
    Another look at paced versus unpaced recall in free learning.John C. McCullers & John Haller - 1972 - Journal of Experimental Psychology 92 (3):439.
  41.  20
    Depth of Encoding Through Observed Gestures in Foreign Language Word Learning.Manuela Macedonia, Claudia Repetto, Anja Ischebeck & Karsten Mueller - 2019 - Frontiers in Psychology 10.
    Word learning is basic to foreign language acquisition, however time consuming and not always successful. Empirical studies have shown that traditional (visual) word learning can be enhanced by gestures. The gesture benefit has been attributed to depth of encoding. Gestures can lead to depth of encoding because they trigger semantic processing and sensorimotor enrichment of the novel word. However, the neural underpinning of depth of encoding is still unclear. Here, we combined an fMRI and a behavioral study to (...)
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  42.  15
    Effects of age, sex, and education on California Verbal Learning Test-II performance in a Chinese-speaking population.Fanghua Lou, Guotao Yang, Lihui Cai, Lechang Yu, Ying Zhang, Chuan Shi & Nan Zhang - 2022 - Frontiers in Psychology 13.
    The California Verbal Learning Test-Second Edition, is a commonly used tool to assess episodic memory. This study analyzed learning and memory characteristics in a cognitively healthy Chinese population, as well as the effects of age, sex and education on CVLT-II factors. In total, 246 healthy people aged 20–80 years and 29 persons with multiple sclerosis were included in this study and completed the CVLT-II. Factors including total learning, learning strategy, serial position effects, short-delay free and (...)
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  43.  23
    Role of homophones in transfer learning.Mary W. Laurence - 1970 - Journal of Experimental Psychology 86 (1):1.
  44.  33
    Anagram solution as a function of instructions, priming, and imagery.Eugene M. Jablonski & John H. Mueller - 1972 - Journal of Experimental Psychology 94 (1):84.
  45.  36
    Memory Without Consolidation: Temporal Distinctiveness Explains Retroactive Interference.Ullrich K. H. Ecker, Gordon D. A. Brown & Stephan Lewandowsky - 2015 - Cognitive Science 39 (7):1570-1593.
    Is consolidation needed to account for retroactive interference in free recall? Interfering mental activity during the retention interval of a memory task impairs performance, in particular if the interference occurs in temporal proximity to the encoding of the to-be-remembered information. There are at least two rival theoretical accounts of this temporal gradient of retroactive interference. The cognitive neuroscience literature has suggested neural consolidation is a pivotal factor determining item recall. According to this account, interfering activity interrupts consolidation (...)
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  46.  35
    Proactive interference in short-term retention and the measurement of degree of learning: A new technique.Ronald H. Nowaczyk, John J. Shaughnessy & Joel Zimmerman - 1974 - Journal of Experimental Psychology 103 (1):45.
  47.  15
    Intralist cuing following retroactive inhibition of well-learned items.Milton Blake & Ronald Okada - 1973 - Journal of Experimental Psychology 101 (2):386.
  48.  11
    Mind Maps: Processed as Intuitively as Thought? Investigating Late Elementary Students’ Eye-Tracked Visual Behavior Patterns In-Depth.Emmelien Merchie, Sofie Heirweg & Hilde Van Keer - 2022 - Frontiers in Psychology 13.
    In this study, 44 late elementary students’ visual behavior patterns when reading mind maps were investigated, more particularly, the intuitive processing nature of their visual characteristics, reading sequence and presentation mode. Eye-tracked data were investigated by means of static early attention and dynamic educational process mining analysis and combined with learning performance and retrospective interview data. All students seem to struggle with the map’s radial structure during initial reading. Also, the picture’s position in the map diverts students from consecutively (...)
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  49.  14
    Electrophysiological Evidence of Dissociation Between Explicit Encoding and Fast Mapping of Novel Spoken Words.Yury Shtyrov, Margarita Filippova, Evgeni Blagovechtchenski, Alexander Kirsanov, Elizaveta Nikiforova & Olga Shcherbakova - 2021 - Frontiers in Psychology 12.
    Existing behavioral, neuropsychological and functional neuroimaging data suggest that at least two major cognitive strategies are used for new word learning: fast mapping via context-dependent inference and explicit encoding via direct instruction. However, these distinctions remain debated at both behavioral and neurophysiological levels, not least due to confounds related to diverging experimental settings. Furthermore, the neural dynamics underpinning these two putative processes remain poorly understood. To tackle this, we designed a paradigm presenting 20 new spoken words in association with (...)
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  50.  20
    Neuropsychological Profile of College Students Who Engage in Binge Drinking.Jae-Gu Kang & Myung-Sun Kim - 2022 - Frontiers in Psychology 13.
    This study investigated the neuropsychological profile of college students who engage in binge drinking using comprehensive neuropsychological tests evaluating verbal/non-verbal memory, executive functions, and attention. Groups were determined based on scores on the Korean version of the Alcohol Use Disorder Identification Test and Alcohol Use Questionnaire. There were 79 and 81 participants in the BD and non-BD groups, respectively. We administered the Korean version of the California Verbal Learning Test and Rey-Osterrieth Complex Figure Test to evaluate verbal and non-verbal (...)
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