Publication Date
In 2024 | 0 |
Since 2023 | 1 |
Since 2020 (last 5 years) | 11 |
Since 2015 (last 10 years) | 32 |
Since 2005 (last 20 years) | 52 |
Descriptor
Correlation | 52 |
Task Analysis | 20 |
Learning Processes | 19 |
Undergraduate Students | 18 |
Cues | 17 |
Foreign Countries | 17 |
Prediction | 14 |
Reaction Time | 14 |
Memory | 13 |
Statistical Analysis | 12 |
College Students | 11 |
More ▼ |
Source
Journal of Experimental… | 52 |
Author
Goldrick, Matthew | 2 |
Kalish, Michael L. | 2 |
Karpicke, Jeffrey D. | 2 |
Lewandowsky, Stephan | 2 |
Meiser, Thorsten | 2 |
Newell, Ben R. | 2 |
Abdel Rahman, Rasha | 1 |
Alain, Claude | 1 |
Ansorge, Ulrich | 1 |
Ariel, Robert | 1 |
Arn, Sean | 1 |
More ▼ |
Publication Type
Journal Articles | 52 |
Reports - Research | 47 |
Reports - Evaluative | 3 |
Tests/Questionnaires | 2 |
Opinion Papers | 1 |
Reports - Descriptive | 1 |
Education Level
Higher Education | 30 |
Postsecondary Education | 23 |
Elementary Education | 3 |
Adult Education | 1 |
Grade 6 | 1 |
Grade 8 | 1 |
Intermediate Grades | 1 |
Junior High Schools | 1 |
Middle Schools | 1 |
Secondary Education | 1 |
Audience
Location
Germany | 7 |
California | 3 |
Indiana | 3 |
Texas | 3 |
Canada | 2 |
Germany (Berlin) | 2 |
New York | 2 |
Australia | 1 |
California (Los Angeles) | 1 |
China | 1 |
China (Beijing) | 1 |
More ▼ |
Laws, Policies, & Programs
Assessments and Surveys
Stroop Color Word Test | 2 |
Edinburgh Handedness Inventory | 1 |
Peabody Picture Vocabulary… | 1 |
Wechsler Adult Intelligence… | 1 |
Wide Range Achievement Test | 1 |
Woodcock Johnson Tests of… | 1 |
What Works Clearinghouse Rating
Susser, Jonathan A.; Jin, Andy; Mulligan, Neil W. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
Perceptual fluency manipulations influence metamemory judgments, with more fluently perceived information judged as more memorable. However, it is not always clear whether this influence is driven by actual experienced processing fluency or by beliefs about memory. The current study used an identity-priming paradigm--in which words are preceded by…
Descriptors: Memory, Priming, Beliefs, Learning
Huber-Huber, Christoph; Ansorge, Ulrich – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
The present study disentangles 2 sources of the congruence sequence effect with masked primes: congruence and response time of the previous trial (reaction time [RT] carry-over). Using arrows as primes and targets and a metacontrast masking procedure we found congruence as well as congruence sequence effects. In addition, congruence sequence…
Descriptors: Reaction Time, Priming, Experiments, Cognitive Processes
Livins, Katherine A.; Doumas, Leonidas A. A.; Spivey, Michael J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
Although relational reasoning has been described as a process at the heart of human cognition, the exact character of relational representations remains an open debate. Symbolic-connectionist models of relational cognition suggest that relations are structured representations, but that they are ultimately grounded in feature sets; thus, they…
Descriptors: Visual Perception, Spatial Ability, Prediction, Cues
Lewandowsky, Stephan; Yang, Lee-Xieng; Newell, Ben R.; Kalish, Michael L. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2012
Working memory is crucial for many higher level cognitive functions, ranging from mental arithmetic to reasoning and problem solving. Likewise, the ability to learn and categorize novel concepts forms an indispensable part of human cognition. However, very little is known about the relationship between working memory and categorization. This…
Descriptors: Program Effectiveness, Classification, Structural Equation Models, Short Term Memory
Davis, Tyler; Love, Bradley C.; Preston, Alison R. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2012
Category learning is a complex phenomenon that engages multiple cognitive processes, many of which occur simultaneously and unfold dynamically over time. For example, as people encounter objects in the world, they simultaneously engage processes to determine their fit with current knowledge structures, gather new information about the objects, and…
Descriptors: Cognitive Processes, Brain Hemisphere Functions, Stimuli, Recognition (Psychology)
Lehman, Melissa; Karpicke, Jeffrey D. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
The elaborative retrieval account of retrieval-based learning proposes that retrieval enhances retention because the retrieval process produces the generation of semantic mediators that link cues to target information. We tested 2 assumptions that form the basis of this account: that semantic mediators are more likely to be generated during…
Descriptors: Semantics, Memory, Retention (Psychology), Cues
Wei, Tao; Schnur, Tatiana T. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
Processing semantically related stimuli creates interference across various domains of cognition, including language and memory. In this study, we identify the locus and mechanism of interference when retrieving meanings associated with words and pictures. Subjects matched a probe stimulus (e.g., cat) to its associated target picture (e.g., yarn)…
Descriptors: Semantics, Cues, Pictorial Stimuli, Interference (Learning)
Jones, Manon W.; Branigan, Holly P.; Parra, Mario A.; Logie, Robert H. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
The ability to learn visual-phonological associations is a unique predictor of word reading, and individuals with developmental dyslexia show impaired ability in learning these associations. In this study, we compared developmentally dyslexic and nondyslexic adults on their ability to form cross-modal associations (or "bindings") based…
Descriptors: Experimental Psychology, Dyslexia, Predictor Variables, Associative Learning
Pastotter, Bernhard; Schicker, Sabine; Niedernhuber, Julia; Bauml, Karl-Heinz T. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2011
In multiple-list learning, retrieval during learning has been suggested to improve recall of the single lists by enhancing list discrimination and, at test, reducing interference. Using electrophysiological, oscillatory measures of brain activity, we examined to what extent retrieval during learning facilitates list encoding. Subjects studied 5…
Descriptors: Foreign Countries, Semantics, Short Term Memory, Recall (Psychology)
Dunlosky, John; Ariel, Robert – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2011
Research on study-time allocation has largely focused on agenda-based regulation, such as whether learners select items for study that are in their region of proximal learning. In 4 experiments, the authors evaluated the contribution of habitual responding to study-time allocation (e.g., reading from left to right). In Experiments 1 and 2,…
Descriptors: Time Management, Item Analysis, Study Habits, Educational Experiments
Zaromb, Franklin M.; Karpicke, Jeffrey D.; Roediger, Henry L., III – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2010
We examined free recall and metacognitive judgments of ambiguous sentences studied with and without clues to facilitate their comprehension. Sentences were either studied without clues, with clues meaningfully embedded, or with clues following a 10-s interval delay. After presentation, subjects made judgments of comprehension (JCOMPs) or judgments…
Descriptors: Sentences, Metacognition, Recall (Psychology), Decision Making
Dignath, David; Pfister, Roland; Eder, Andreas B.; Kiesel, Andrea; Kunde, Wilfried – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2014
We examined whether a temporal interval between an action and its sensory effect is integrated in the cognitive action structure in a bidirectional fashion. In 3 experiments, participants first experienced that actions produced specific acoustic effects (high and low tones) that occurred temporally delayed after their actions. In a following test…
Descriptors: Intervals, Cognitive Structures, Time, Acoustics
Caplan, Jeremy B.; Boulton, Kathy L.; Gagné, Christina L. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2014
Early verbal-memory researchers assumed participants represent memory of a pair of unrelated items with 2 independent, separately modifiable, directional associations. However, memory for pairs of unrelated words (A-B) exhibits associative symmetry: a near-perfect correlation between accuracy on forward (A??) and backward (??B) cued recall. This…
Descriptors: Paired Associate Learning, Cues, Recall (Psychology), Morphology (Languages)
Berner, Michael P.; Hoffmann, Joachim – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2009
In almost all daily activities fingers of both hands are used in coordinated succession. The present experiments explored whether learning in such tasks pertains not only to the overall sequence spanning both hands but also to the constituent sequences of each hand. In a serial reaction time task, 2 repeating hand-related sequences were…
Descriptors: Curriculum Development, Reaction Time, Learning Processes, Psychomotor Skills
Little, Daniel R.; Lewandowsky, Stephan – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2009
Despite the fact that categories are often composed of correlated features, the evidence that people detect and use these correlations during intentional category learning has been overwhelmingly negative to date. Nonetheless, on other categorization tasks, such as feature prediction, people show evidence of correlational sensitivity. A…
Descriptors: Feedback (Response), Cues, Attention, Classification