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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 4,066 to 4,080 of 4,976 results
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Yap, Melvin J.; Balota, David A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2007
Across 3 different word recognition tasks, distributional analyses were used to examine the joint effects of stimulus quality and word frequency on underlying response time distributions. Consistent with the extant literature, stimulus quality and word frequency produced additive effects in lexical decision, not only in the means but also in the…
Descriptors: Semantics, Word Frequency, Word Recognition, Reaction Time
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Rickard, Timothy C. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2007
In the cognitive skill literature, between-session delays have been treated either as having a negligible effect on performance or as causing forgetting. In contrast, in the procedural skill literature, overnight between-session delays can result in performance gains. In 5 multi-session data sets, the author demonstrates that neither of these 2…
Descriptors: Memory, Thinking Skills, Models, Learning Processes
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Rhodes, Matthew G.; Jacoby, Larry L. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2007
The authors examined whether participants can shift their criterion for recognition decisions in response to the probability that an item was previously studied. Participants in 3 experiments were given recognition tests in which the probability that an item was studied was correlated with its location during the test. Results from all 3…
Descriptors: Probability, Recognition (Psychology), Feedback, Criteria
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Roediger, Henry L., III; Geraci, Lisa – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2007
Older adults' susceptibility to misinformation in an eyewitness memory paradigm was examined in two experiments. Experiment 1 showed that older adults are more susceptible to interfering misinformation than are younger adults on two different tests (old-new recognition and source monitoring). Experiment 2 examined the extent to which processes…
Descriptors: Models, Memory, Older Adults, Aging (Individuals)
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Aslan, Alp; Bauml, Karl-Heinz; Grundgeiger, Tobias – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2007
Providing a subset of studied items as retrieval cues can have detrimental effects on recall of the remaining items. In 2 experiments, the authors examined such part-list cuing impairment in a repeated testing situation. Participants studied exemplars from several semantic categories and were given 2 successive cued-recall tests separated by a…
Descriptors: Semantics, Prompting, Cues, Ability
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Verbruggen, Frederick; Liefooghe, Baptist; Vandierendonck, Andre; Demanet, Jelle – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2007
In the task-switching literature, it has frequently been demonstrated that although advance task preparation reduces the switch cost, it never really eliminates the switch cost. This remaining residual switch cost received much attention, and it has been argued that advance preparation is restricted in nature. In the present study, the role of…
Descriptors: Cues, Experiments, Hypothesis Testing, Performance Factors
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Shintel, Hadas; Keysar, Boaz – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2007
Repeated reference creates strong expectations in addressees that a speaker will continue to use the same expression for the same object. The authors investigate the root reason for these expectations by comparing a cooperativeness-based account (Grice, 1975) with a simpler consistency-based account. In two eye-tracking experiments, the authors…
Descriptors: Expectation, Eye Movements, Reliability, Comprehension
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Schneider, Darryl W.; Logan, Gordon D. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2007
Recent methodological advances have allowed researchers to address confounds in the measurement of task-switch costs in task-switching performance by dissociating cue switching from task switching. For example, in the transition-cuing procedure, which involves presenting cues for task transitions rather than for tasks, cue transitions (cue…
Descriptors: Prompting, Cues, Task Analysis, Measurement Techniques
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Cleary, Anne M.; Morris, Alison L.; Langley, Moses M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2007
Early studies of human memory suggest that adherence to a known structural regularity (e.g., orthographic regularity) benefits memory for an otherwise novel stimulus (e.g., G. A. Miller, 1958). However, a more recent study suggests that structural regularity can lead to an increase in false-positive responses on recognition memory tests (B. W. A.…
Descriptors: Stimuli, Recognition (Psychology), Responses, Generalization
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Goschke, Thomas; Bolte, Annette – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2007
Through the use of a new serial naming task, the authors investigated implicit learning of repeating sequences of abstract semantic categories. Participants named objects (e.g., table, shirt) appearing in random order. Unbeknownst to them, the semantic categories of the objects (e.g., furniture, clothing) followed a repeating sequence.…
Descriptors: Semantics, Learning Processes, Language Processing, Experiments
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Van Dyke, Julie A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2007
Evidence from 3 experiments reveals interference effects from structural relationships that are inconsistent with any grammatical parse of the perceived input. Processing disruption was observed when items occurring between a head and a dependent overlapped with either (or both) syntactic or semantic features of the dependent. Effects of syntactic…
Descriptors: Interference (Language), Semantics, Comprehension, Sentence Structure
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Chan, Jason C. K.; McDermott, Kathleen B. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2007
The testing effect, or the finding that taking an initial test improves subsequent memory performance, is a robust and reliable phenomenon--as long as the final test involves recall. Few studies have examined the effects of taking an initial recall test on final recognition performance, and results from these studies are equivocal. In 3…
Descriptors: Test Coaching, Familiarity, Testing, Recognition (Psychology)
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Cahan, Sorel; Mor, Yaniv – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2007
This article challenges Yaakov Kareev's (1995a, 2000) argument regarding the positive bias of intuitive correlation estimates due to working memory capacity limitations and its adaptive value. The authors show that, under narrow window theory's primacy effect assumption, there is a considerable between-individual variability of the effects of…
Descriptors: Primacy Effect, Memory, Intuition, Correlation
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Vogt, Vera; Broder, Arndt – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2007
Recently, J. J. Starns and J. L. Hicks (2005) have argued that source dimensions are retrieved independently from memory. In their innovative experiment, manipulating the retrievability of 1 source feature did not affect memory for a 2nd feature. Following C. S. Dodson and A. P. Shimamura (2000), the authors argue that the source memory measure…
Descriptors: Response Style (Tests), Memory, Measures (Individuals), Simulation
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O'Malley, Shannon; Reynolds, Michael G.; Besner, Derek – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2007
There have been multiple reports over the last 3 decades that stimulus quality and word frequency have additive effects on the time to make a lexical decision. However, it is surprising that there is only 1 published report to date that has investigated the joint effects of these two factors in the context of reading aloud, and the outcome of that…
Descriptors: Word Frequency, Word Recognition, Stimuli, Oral Reading
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