共查询到20条相似文献，搜索用时 15 毫秒
1.
John T.E. Richardson 《教育心理学》1985,5(2):85-114
Abstract Whether and how the administration of one retention test affects performance in a subsequent test on the same material is a question of practical and theoretical interest to educationalists and psychologists. Previous research suggests a number of conclusions which generalise across both materials and procedures. A systematic investigation is described concerning the recognition and free recall of long lists of unrelated words. Finally, a model of recognition and recall is presented which claims that both tasks employ knowledge about the occurrence of individual items in the acquisition list and knowledge about the organisational structure of that list. It is argued that the administration of a recall test affects only the first kind of information, whereas the administration of a recognition test affects only the second kind of information. 相似文献
2.
Steven R Yussen Joel R Levin Thomas M DeRose Elizabeth S Ghatala 《Contemporary educational psychology》1976,1(2):170-179
Children's incidental recall of pictures was examined in two related experiments. Extrapolating from adult research, it was predicted that categorizing pictures with respect to their semantic properties would yield greater recall than categorizing them according to their physical properties. In Experiment 1, second-grade children were exposed to 16 line drawings cross-classified to represent four taxonomic categories and four shape categories, with four instances per category. Control subjects simply looked at pictures. Semantic subjects identified each picture's semantic category, and Physical subjects identified each physical category. In Experiment 2, first graders freely sorted the pictures and were classified as Semantic or Physical sorters based on their predominant bases for sorting. Following exposure (Experiment 1) or sorting (Experiment 2), all subjects were asked to recall the picture names. Results of both experiments show that semantic classification yields greater recall than physical classification. Experiment 2 also shows that semantic sorting yields greater semantic clustering in recall and that sorting by physical category yields greater physical clustering. It was suggested that children's preferences for a mode of processing (Experiment 2) may constitute an individual difference dimension with fairly clear-cut instructional implications. 相似文献
3.
Fourth and fifth-grade children identified as fast/inaccurate and slow/accurate responders on the basis of the Matching Familiar Figures test were administered a self-paced learning task. The task consisted of a 25 word categorizable list composed of five instances from each of five categories. Four treatment conditions, the usual random presentation and blocked presentation conditions plus random presentation with instructions and blocked presentation with instructions, were employed. Analysis of variance was used to analyze clustering, free recall, and cued recall performance. A significant main effect for type of treatment was found in clustering performance. A significant instruction by response style interaction in the analysis of free call performance indicated that while fast/inaccurate responders benefit from instructions, slow/accurate responders did not. When children identified as fast/inaccurate or slow/accurate were placed in self-paced learning situation, no significant difference was found in total viewing time of the stimulus materials. 相似文献
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5.
John P. Houston 《Contemporary educational psychology》1977,2(3):275-283
This paper studied correlations between classroom cheating and the four subscales of Rotter's I-E scale identified by Collins. One-hundred-thirty college undergraduates completed the Rotter scale converted to 46 Likert items and a 30-item multiple-choice, introductory psychology examination under crowded classroom conditions. Cheating, as indexed by answer overlap with adjacent neighbors as compared to answer overlap with distant subjects, correlated significantly with the difficult-easy subscale but not with the other subscales, and not with the overall I-E scale. Results are taken as justification for the Collins' subscales and are discussed in terms of the multidimensional aspects of the overall I-E dimension. 相似文献
6.
The study investigated the effect of test mode anticipation on performance in the anticipated and the unanticipated mode in four sections (same instructor) of a first-year college algebra course. To build up anticipation, students in two sections received recall tests, and students in the other two sections received recognition tests over 6 successive weeks. Following this, the test mode was changed without warning for half the students in each section. Results showed that performance suffered when the test mode was changed for students anticipating a recognition test. Students anticipating a recall test did equally well in both test modes. 相似文献
7.
《信阳师范学院学报(哲学社会科学版)》2018,(3):13-17
为了探索部分线索效应的发展特点,采用部分线索效应的经典研究范式和2×4的混合实验设计(线索条件、年龄),让被试学习30个双字词,之后请被试回忆学过的词汇,回忆时给一半被试15个学过的词汇作为提取线索,让他们回忆剩余的项目,另一半被试没有任何线索。以被试对非线索词汇正确回忆的个数为指标,计算被试的提取成绩,用部分线索组与无线索组被试回忆成绩的差异作为考察部分线索效应大小的指标。结果表明:(1)部分线索的提供对各年龄组被试的回忆都产生了损害;(2)部分线索对记忆的削减表现出随年龄增长而增加的趋势,部分线索效应的大小,在小五到高二之间变化比较大。 相似文献
8.
The present experiment contrasted the recall of gifted and nongifted middle-school children for sets of categorically related items. Subjects were given a single free-recall trial on each of two lists consisting of category-typical and category-atypical words. The typicality of the items for one list was based on each subject's unique typicality ratings, whereas the typicality of the items in the second list was based on adult norms. A preliminary category-rating task indicated that gifted students were somewhat more similar to adults in their ratings of category typicality than nongifted children. Recall was comparable between the gifted and nongifted subjects for typical items, but greater for the gifted subjects for atypical items. The latency between the recall of unrelated words was faster for the gifted than the nongifted children. Subjects were classified as strategic or nonstrategic on the basis of clustering and interitem latencies. Gifted subjects were less apt to be classified as strategic than nongifted subjects on the typical items of the self-generated list; there were no differences in the classification between the gifted and nongifted children for all other contrasts. These results were interpreted as indicating that the cognitive advantage of gifted relative to nongifted children is more apt to be in terms of nonstrategic rather than strategic functioning. 相似文献
9.
It has been argued that deep processing of semantic information helps students to learn faster and perform better on classroom tests. Using paired associates tasks, it has been found that high arousal subjects make more errors when the response terms are phonetically similar. Subjects low on arousal make more errors when response words are semantically similar. If the encodings of semantic features are assumed to be “deeper” and more durable than the encodings of “shallow,” phonetic features, then studies have suggested that anxious students process shallowly and are thus at a disadvantage when learning information. The present study treats deep processing as a learning style and used the Synthesis—Analysis scale of the Inventory of Learning Processes to assess it. It is hypothesized that arousal would be negatively related to the learning style of deep processing. It is also hypothesized that the interaction obtained in earlier studies, i.e., greater susceptibility to semantic interference with low arousal and phonetic interference with high arousal, would occur only when Synthesis—Analysis scores are low. It is assumed that the habitual use of a deep processing strategy by students high on Synthesis—Analysis could counteract the limiting effect of arousal on cue utilization. The study provides support for both hypotheses. 相似文献
10.
Wolfgang Schneider Matthias Schlagmüller Mechtild Visé 《European Journal of Psychology of Education - EJPE》1998,13(1):91-103
This paper consists of two major parts. First, research exploring possible interactions between metamemory and domain-specific knowledge in influencing children’s text recall and comprehension is briefly summarized. Overall, the findings indicate that metacognitive knowledge does make a difference even in cases where domain-specific knowledge is rich. Second, a recent experiment conducted in our lab and investigating the generalizability of this conclusion for sort-recall tasks is described in more detail. Third — and fourth-grade soccer experts and novices were first given a comprehensive metamemory questionnaire and then administered a sort-recall tasks using two different picture lists: whereas one list included items from various semantical categories (e.g., animals, clothes), the other list was composed of soccer pictures that could be classified in several categories such as players, kicks, or equipment. The results showed that although domain-specific knowledge had a strong impact on recall of the soccer list, general metacognitive knowledge made an independent contribution, particularly for the group of soccer experts. More specifically, good metamemory positively affected the recall of experts but had no impact on novices’ memory performance. 相似文献
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12.
Imagery and sentence versions of the keyword method of vocabulary learning were contrasted with three nonkeyword verbal-contextual alternatives. Subjects' definition learning in the imagery keyword condition was substantially higher than when subjects were presented the vocabulary in sentence contexts, when they generated sentence contexts for the words, when they made decisions about whether the words were used correctly in sentences, or when they were left to their own devices to learn the words. The learning benefits associated with the sentence keyword version were not as dramatic as in the imagery keyword condition. They were more evident when recall of any part of the definition was considered correct than when recall of the entire definition was necessary. These results indicate that the keyword method is a potent alternative to vocabulary-learning techniques that are regarded as effective by curriculum experts in reading. 相似文献
13.
This research compared the performance of younger (mean age — 20.7 years) and older (mean age–68.3 years) adults on a memory task that involved pictures, words, and pictures‐plus‐words as stimuli. The results, consistent with previous research, indicated an equivalent picture superiority effect for both young and old adults when pictures were compared to words. More specifically, although recall scores were significantly higher for younger adults compared to older adults, the superior recall scores for pictures versus words did not differ between the age groups. However, the performance of older adults declined markedly, compared to the younger adults, in the picture‐plus‐word condition. These findings are interpreted as providing support for a divided attention model, which involves effortful processing of both visual and verbal aspects of stimuli. This situation of divided attention appears to put older adults at a relative disadvantage compared to young adults. 相似文献
14.
Christopher F. Sharpley 《Contemporary educational psychology》1985,10(4):349-368
Although well established in a range of situations, the application of operant methodologies to typical classrooms is often difficult for teachers because of logistic considerations which may lead to a subgroup of a class being rewarded, with peers showing performance decrement. This paper reviews the use of “vicarious” and “implicit” rewards in both special and normal classrooms, critically examining previous literature and concluding that several key issues are open to speculation. A series of four further studies which were designed to investigate some of these issues and overcome some of the design and methodology flaws of previous research are reported, with several important distinctions being drawn between “vicarious reinforcement” effects and outcomes from “implicit reward” situations. Criterion variables are discussed, with several key findings suggesting that the concept of vicarious reinforcement as based upon the general literature is simplistic and inaccurate. Suggestions are made for the successful use of “implicit reward” procedures in the classroom. 相似文献
15.
Marcus Hasselhorn 《Child development》1992,63(1):202-214
Second and fourth graders received 1 of 3 lists of items differing in category representativeness in either a free recall or a sort-recall task. The selection of list materials permitted a separation of the effects of age differences in category knowledge from those of that knowledge per se on children's recall behavior. Proximal and distal measures of metamemory also were derived. Levels of recall and clustering were superior in the sort-recall task and for items of high category typicality. Recall also increased with age, while grade effects for clustering were restricted to the sort-recall/high typicality condition. The deliberate use of an organizational strategy increased with items' category typicality and with age, and was more frequent in the sort-recall than in the free recall task. The results were interpreted as supporting the hypothesis that most 10-year-olds are capable of strategically activating category knowledge in appropriate task environments when items of high category typicality are provided. 相似文献
16.
A paired-associate memory task with pictures and words as items was used to categorize fourth graders into four learner types: HH, high picture-high word; HL, high picture-low word; LH, low picture-high word; LL, low picture-low word. Some children in each classification read prose passages with picture adjunct aids; other children read the passages without adjunct aids. Although free recall for the prose passage yielded inconclusive data, a constructed response test for facts in the prose passages revealed significant Aptitude × Treatment interactions, such that poor paired-associate learners (i.e., LLs) profited more than did good paired-associate learners (i.e., HHs) from picture aids on the prose task. The children's standardized reading scores were positively related to memory performance, but good and poor readers did not differ in their ability to profit from picture aids. It was suggested that less-strategic learners, such as those who perform poorly on paired-associate tasks, are more likely to be helped by externally provided mediational aids, while more-strategic learners are more likely to be helped by instructions to generate their own mediational aids. 相似文献
17.
A comparison of updating processes in children good or poor in arithmetic word problem-solving 总被引：2，自引：0，他引：2
Maria Chiara Passolunghi Francesca Pazzaglia 《Learning and individual differences》2005,15(4):257-269
This study examines the updating ability of poor or good problem solvers. Seventy-eight fourth-graders, 43 good and 35 poor arithmetic word problem-solvers, performed the Updating Test used in Palladino et al. [Palladino, P., Cornoldi, C., De Beni, R., and Pazzaglia F. (2002). Working memory and updating processes in reading comprehension. Memory and Cognition, 29, 344–354.]. The participants listened to wordlists, each comprising 12 words referring to objects or animals of different sizes. At the end of each list participants were asked to recall the 3 or 5 words denoting the smallest objects/animals in the list. Results show that poor problem-solvers recalled fewer correct words and made more intrusion errors (recall of non-target words) than good problem-solvers. Results support the hypothesis that the ability to select and update relevant, and suppress irrelevant information, is related to problem-solving, even when the influence of reading comprehension is controlled for. With reference to Baddeley's, and other recent WM models [Miyake, A., and Shah, P. (Eds.), (1999). Models of working memory: Mechanisms of active maintenance and executive control. New York: Cambridge University Press.], our results point to the idea that problem-solving relies on the central executive for processing and updating information contained in the problems. 相似文献
18.
Second- and fourth-grade children were classified according to their knowledge of soccer (experts vs. novices) and IQ (high vs. low), and given 2 sort-recall tasks. One task included items related to the game of soccer and the other included items from familiar natural language categories. Previous research has shown that expertise in a subject can compensate for low levels of performance on text comprehension tasks. Our results, the first examining the effects of both expertise and intelligence on a strategic memory task, were that soccer expert children recalled more items on the soccer list but not on the nonsoccer list than soccer novice children. However, soccer expertise did not modify a significant effect of IQ level, with high-IQ children recalling more than low-IQ children for all contrasts. Interest in soccer was found to be related to expertise but did not contribute to differences in memory performance. The results demonstrate that the knowledge base plays an important role in children's memory, but that domain knowledge cannot fully eliminate the effects of IQ on sort-recall tasks using domain-related materials. That is, although rich domain knowledge seemed to compensate for low aptitude, in that low-aptitude experts performed at the level of high-aptitude novices, its effects were not strong enough to eliminate performance differences between high- and low-aptitude soccer experts. 相似文献
19.
The current study demonstrates the potential usefulness of the computer as a tool for an item writer. A spelling item type was used for this demonstration, as it seemed to have the fewest facets or dimensions. An analysis was then made of the types of misspellings which are used by writers of spelling items. A set of error-generation rules was developed and a computer program, The MISSPELLER, was written. A sample of words was fed into the computer and a list of misspelled words, separated into previously defined error categories, was created. The list was then evaluated by spelling-test developers and judged to be a useful resource. 相似文献
20.
William F. Cox 《Contemporary educational psychology》1978,3(1):95-101
Two groups of undergraduates were required to verbally reorder previously memorized pairs of nouns to detect the underlying structural relationship or chain among certain memorized pairs. While the types of word chains were always structurally identical for the two groups, the groups differed as to whether the list of word pairs were concrete or abstract nouns. Subjects who received concrete words both memorized the pairs and solved the problems in less time than did subjects who received abstract word pairs. Superior performance was supposedly due to the differential effect of imaginai versus verbal encoding. Implications were discussed regarding both educational and psychological issues. 相似文献