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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 all 7 results
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Thomas, Ruthann C.; McDaniel, Mark A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
In 2 experiments, we explored differences in cognitive control at retrieval on a final test to better understand the mechanisms underlying the powerful boost in recall of previously tested information. Memory retrieval can be enhanced by front-end control processes that regulate the scope of retrieval or by later processes that monitor retrieval…
Descriptors: Memory, Instructional Effectiveness, Testing, Feedback (Response)
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Scullin, Michael K.; McDaniel, Mark A.; Einstein, Gilles O. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2010
To examine the processes that support prospective remembering, previous research has often examined whether the presence of a prospective memory task slows overall responding on an ongoing task. Although slowed task performance suggests that monitoring is present, this method does not clearly establish whether monitoring is functionally related to…
Descriptors: Cues, Memorization, Recall (Psychology), Memory
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Einstein, Gilles O.; McDaniel, Mark A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2010
On the basis of consistently finding significant overall costs to the ongoing task with a single salient target event, Smith, Hunt, McVay, and McConnell (2007) concluded that preparatory attentional processes are required for prospective remembering and that spontaneous retrieval does not occur. In this article, we argue that overall costs are not…
Descriptors: Memory, Costs, Task Analysis, Experimental Psychology
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Scullin, Michael K.; McDaniel, Mark A.; Shelton, Jill T.; Lee, Ji Hae – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2010
We investigated whether focal/nonfocal effects (e.g., Einstein et al., 2005) in prospective memory (PM) are explained by cue differences in monitoring difficulty. In Experiment 1, we show that syllable cues (used in Einstein et al., 2005) are more difficult to monitor for than are word cues; however, initial-letter cues (in words) are similar in…
Descriptors: Memory, Intention, Cues, Alphabets
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McDaniel, Mark A.; Dimperio, Eric; Griego, Jacqueline A.; Busemeyer, Jerome R. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2009
The population of linear experts (POLE) model suggests that function learning and transfer are mediated by activation of a set of prestored linear functions that together approximate the given function (Kalish, Lewandowsky, & Kruschke, 2004). In the extrapolation-association (EXAM) model, an exemplar-based architecture associates trained input…
Descriptors: Prediction, Models, Transfer of Training, Comparative Analysis
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McNamara, Danielle S.; McDaniel, Mark A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2004
In 3 experiments, the authors examined the role of knowledge activation in the suppression of contextually irrelevant meanings for ambiguous homographs. In Experiments 1 and 2, participants with greater baseball knowledge, regardless of reading skill, more quickly suppressed the irrelevant meaning of ambiguous words in baseball-related, but not…
Descriptors: Figurative Language, Sentences, Inhibition, Reading Skills
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McDaniel, Mark A.; Guynn, Melissa J.; Einstein, Gilles O.; Breneiser, Jennifer – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2004
Several theories of event-based prospective memory were evaluated in 3 experiments. The results depended on the association between the target event and the intended action. For associated target-action pairs (a) preexposure of nontargets did not reduce prospective memory, (b) divided attention did not reduce prospective memory, (c) prospective…
Descriptors: Memory, Cues, Associative Learning, Cognitive Processes