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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing 3,976 to 3,990 of 4,976 results
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Campbell, Jamie I. D.; Robert, Nicole D. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2008
A variety of experimental evidence indicates that the memory representation for multiplication facts (e.g., 6 [times] 9 = 54) incorporates bidirectional links with a forward association from factors to product and a reverse association from product to factors. Surprisingly, the authors did not find evidence in Experiment 1 of facilitative…
Descriptors: Memory, Multiplication, Experiments, Arithmetic
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Guerard, Katherine; Tremblay, Sebastien – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2008
The authors revisited evidence in favor of modularity and of functional equivalence between the processing of verbal and spatial information in short-term memory. This was done by investigating the patterns of intrusions, omissions, transpositions, and fill-ins in verbal and spatial serial recall and order reconstruction tasks under control,…
Descriptors: Short Term Memory, Recall (Psychology), Spatial Ability, Verbal Stimuli
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Stahl, Christoph; Klauer, Karl Christoph – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2008
The distinction between verbatim and gist memory traces has furthered the understanding of numerous phenomena in various fields, such as false memory research, research on reasoning and decision making, and cognitive development. To measure verbatim and gist memory empirically, an experimental paradigm and multinomial measurement model has been…
Descriptors: Models, Memory, Bayesian Statistics, Cognitive Processes
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Oppermann, Frank; Jescheniak, Jorg D.; Schriefers, Herbert – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2008
In 4 picture-word interference experiments, speakers named a target object that was presented with a context object. Using auditory distractors that were phonologically related or unrelated either to the target object or the context object, the authors assessed whether phonological processing was confined to the target object or not. Phonological…
Descriptors: Rhetoric, Experiments, Auditory Stimuli, Foreign Countries
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Sargent, Jesse; Dopkins, Stephen; Philbeck, John; Modarres, Reza – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2008
Human spatial representations of object locations in a room-sized environment were probed for evidence that the object locations were encoded relative not just to the observer (egocentrically) but also to each other (allocentrically). Participants learned the locations of 4 objects and then were blindfolded and either (a) underwent a succession of…
Descriptors: Spatial Ability, College Students, Memory, Experimental Psychology
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Unsworth, Nash; Engle, Randall W. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2008
Three experiments examined the nature of individual differences in switching the focus of attention in working memory. Participants performed 3 versions of a continuous counting task that required successive updating and switching between counts. Across all 3 experiments, individual differences in working memory span and fluid intelligence were…
Descriptors: Memory, Short Term Memory, Individual Differences, Experiments
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Cattaneo, Zaira; Vecchi, Tomaso – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2008
In this article, the authors investigated unimodal and cross-modal processes in spatial working memory. A number of locations had to be memorized within visual or haptic matrices according to different experimental conditions known to be critical in accounting for the effects of perception on imagery. Results reveal that some characteristics of…
Descriptors: Memory, Short Term Memory, Experiments, Visual Stimuli
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Ziegler, Johannes, C.; Petrova, Ana; Ferrand, Ludovic – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2008
The role of phonology-to-spelling consistency (i.e., "feedback consistency") was investigated in 3 lexical decision experiments in both the visual and auditory modalities in French and English. No evidence for a feedback consistency effect was found in the visual modality, either in English or in French, despite the fact that consistency was…
Descriptors: Phonology, Word Recognition, French, Spelling
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Mulligan, Neil W.; Peterson, Daniel – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2008
Prior research on implicit memory appeared to support 3 generalizations: Conceptual tests are affected by divided attention, perceptual tasks are affected by certain divided-attention manipulations, and all types of priming are affected by selective attention. These generalizations are challenged in experiments using the implicit tests of category…
Descriptors: Attention, Attention Deficit Disorders, Memory, Stimuli
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Feldman, Laurie Beth; Basnight-Brown, Dana M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2008
The authors examined patterns of facilitation under forward-masked priming conditions across 3 list contexts (Experiments 1-3) that varied with respect to properties of filler trials--(a) mixed (morphological, orthographic, semantic), (b) identity, and (c) semantic--but held the relatedness proportion constant (75%). Facilitation for targets that…
Descriptors: Semantics, Morphology (Languages), Semiotics, Experiments
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Lamberts, Koen; Kent, Christopher – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2008
The time course of perception and retrieval of object features was investigated. Participants completed a perceptual matching task and 2 recognition tasks under time pressure. The recognition tasks imposed different retention loads. A stochastic model of feature sampling with a Bayesian decision component was used to estimate the rate of feature…
Descriptors: Memory, Language Processing, Bayesian Statistics, Recognition (Psychology)
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Collard, Philip; Corley, Martin; MacGregor, Lucy J.; Donaldson, David I. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2008
Filled-pause disfluencies such as "um" and "er" affect listeners' comprehension, possibly mediated by attentional mechanisms (J. E. Fox Tree, 2001). However, there is little direct evidence that hesitations affect attention. The current study used an acoustic manipulation of continuous speech to induce event-related potential components associated…
Descriptors: Word Recognition, Attention, Brain, Diagnostic Tests
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Kapucu, Aycan; Rotello, Caren M.; Ready, Rebecca E.; Seidl, Katharina N. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2008
Older adults sometimes show a recall advantage for emotionally positive, rather than neutral or negative, stimuli (S. T. Charles, M. Mather, & L. L. Carstensen, 2003). In contrast, younger adults respond "old" and "remember" more often to negative materials in recognition tests. For younger adults, both effects are due to response bias changes…
Descriptors: Stimuli, Response Style (Tests), Age Differences, Memory
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Fischer, Rico; Dreisbach, Gesine; Goschke, Thomas – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2008
Dynamic adjustments of cognitive control in response to interference from irrelevant stimulus attributes have repeatedly been shown. The purpose of the current research was to investigate how these control adjustments are modulated by the processing demands of a primary task. To this end, the authors combined a primary task (a number comparison…
Descriptors: Conflict, Stimuli, Foreign Countries, College Students
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Taylor, Kirsten I.; Salamoura, Angeliki; Randall, Billi; Moss, Helen; Tyler, Lorraine K. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2008
The conceptual structure account of semantic memory (CSA; L. K. Tyler & H. E. Moss, 2001) claims that feature correlation (the degree to which features co-occur) and feature distinctiveness (the number of concepts in which a feature occurs) interact with domains of knowledge (e.g., living vs. nonliving) such that the distinctive features of…
Descriptors: Distinctive Features (Language), Semantics, Memory, Correlation
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