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Schindler, Julia; Schindler, Simon; Reinhard, Marc-AndrĂ© – Frontline Learning Research, 2019
Self-generated information is better recognized and recalled than read information. This so-called generation effect has been replicated several times for different types of stimulus material, different generation tasks, and retention intervals. The present study investigated the impact of individual differences in learners' disposition to engage…
Descriptors: Foreign Countries, Individual Differences, Cognitive Processes, Difficulty Level
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Boywitt, C. Dennis; Meiser, Thorsten – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2012
There is converging evidence that the feeling of conscious recollection is usually accompanied by the bound retrieval of context features of the encoding episode (e.g., Meiser, Sattler, & Weiber, 2008). Recently, however, important limiting conditions have been identified for the binding between context features in memory. For example, focusing on…
Descriptors: Memory, Attention, Cognitive Processes, Stimuli
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Seamon, John G.; Bohn, Justin M.; Coddington, Inslee E.; Ebling, Maritza C.; Grund, Ethan M.; Haring, Catherine T.; Jang, Sue-Jung; Kim, Daniel; Liong, Christopher; Paley, Frances M.; Pang, Luke K.; Siddique, Ashik H. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2012
Research from the adaptive memory framework shows that thinking about words in terms of their survival value in an incidental learning task enhances their free recall relative to other semantic encoding strategies and intentional learning (Nairne, Pandeirada, & Thompson, 2008). We found similar results. When participants used incidental…
Descriptors: Memory, Story Telling, Incidental Learning, Intentional Learning
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Christman, Stephen D.; Butler, Michael – Brain and Cognition, 2011
The existence of handedness differences in the retrieval of episodic memories is well-documented, but virtually all have been obtained under conditions of intentional learning. Two experiments are reported that extend the presence of such handedness differences to memory retrieval under conditions of incidental learning. Experiment 1 used Craik…
Descriptors: Handedness, Intentional Learning, Incidental Learning, Recognition (Psychology)
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Gagnon, Sylvain; Bedard, Marie-Josee; Turcotte, Josee – Brain and Cognition, 2005
Recent findings [Turcotte, Gagnon, & Poirier, 2005. The effect of old age on the learning of supra-span sequences. "Psychology and Aging," 20, 251-260.] indicate that incidental learning of visuo-spatial supra-span sequences through immediate serial recall declines with old age (Hebb's paradigm). In this study, we examined whether…
Descriptors: Older Adults, Age Differences, Young Adults, Intentional Learning
Doughty, Catherine J., Ed.; Long, Michael H., Ed. – 2003
This handbook provides an integrated discussion of key issues in second language acquisition (SLA). The 24 chapters include the following: (1) "The Scope of Inquiry and the Goals of SLA" (Catherine J. Doughty and Michael H. Long); (2) "On the Nature of Interlanguage Representation: Universal Grammar in the Second Language"…
Descriptors: Cognitive Processes, Data Collection, Elementary Secondary Education, Grammar
Sagaria, Sabato D.; Di Vesta, Francis J. – 1978
The relationship between placement of adjunct questions in instructional material and incidental and intentional learning was investigated. A total of 150 undergraduate students assigned to five experimental groups studied ten paragraphs with questions interspersed at different locations in the text. Performance on incidental items was…
Descriptors: Advance Organizers, Attention, Cognitive Processes, Content Area Reading
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Kaplan, Robert – Journal of Educational Psychology, 1976
The effects of four objective treatments (none, before text, after text, and combined before and after text) and two types of experience (practical and experimental) were investigated for intentional and incidental learning. (Author/RC)
Descriptors: Cognitive Processes, Educational Objectives, High School Students, Incidental Learning
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Lane, David M. – Psychological Review, 1980
The incidental learning paradigm supports two findings concerning selective attention: (1) the difference between central and incidental task performance increases with age, and (2) the correlation between central and incidental performance decreases with age. Neither of these findings clearly supports the view that attentional selectivity…
Descriptors: Age Differences, Attention, Attention Control, Cognitive Development
Gagne, Robert M. – Journal of Instructional Development, 1986
Reflects upon opportunities for research in instructional technology provided by present state of media hardware technology and educational requirements. Prospects for research in incidental learning, including learning from television, are discussed, as well as traditional learning research on intentional learning, including possibilities for…
Descriptors: Attitude Change, Cognitive Processes, Computer Assisted Instruction, Educational Technology
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Wolk, Stephen; DuCette, Joseph – Journal of Educational Psychology, 1974
Descriptors: Arousal Patterns, Attention, Cognitive Processes, Incidental Learning
Foley, Mary Ann; Foley, Hugh J. – 1985
Two criteria for the automatic encoding of learning, instructional manipulation, and stimulus characteristics were studied in subjects who judged the frequency of occurrence of words, letters, and nonwords. In Experiment 1, six word lists were constructed with varying frequency of alphabet letters. A variety of instructions were presented (whether…
Descriptors: Advance Organizers, Cognitive Processes, Encoding (Psychology), Incidental Learning
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Konopak, Bonnie; And Others – Reading Psychology, 1987
Examines whether students spontaneously focus on and acquire meanings for unknown words encountered in text. Indicates that, while the intentional learning group made the greatest gains, the incidental learning group acquired some knowledge and confidence. Shows that the control group gained little in either case. Provides support for incidental…
Descriptors: Cognitive Processes, Content Area Reading, Context Clues, Elementary Secondary Education