7 edition of Meaningfulness and verbal learning found in the catalog.
Meaningfulness and verbal learning
Benton J. Underwood
Includes bibliographical references.
|Statement||[by] Benton J. Underwood and Rudolph W. Schulz.|
|Contributions||Schulz, Rudolph W., joint author.|
|LC Classifications||BF455 .U5|
|The Physical Object|
|Pagination||vi, 430 p.|
|Number of Pages||430|
|LC Control Number||60011519|
In a seminal book, "Paired-Associates Learning: The Role of Meaningfulness, Similarity and Familiarization", he and co-author Calvin F. . Ss were familiarized with stimulus words under either of two conditions: aimed at differentiating stimuli or creating associations to them. When the stimuli were used in a paired-associate task, Ss who attended to differentiating stimulus properties performed better than Ss who formed associations to the stimuli or Ss who had no by: 2. Association value is a concept in cognitive psychology and in particular the psychology of human learning and association value of a stimulus is a measure of its meaningfulness. It is a strong predictor of how easy it is to learn new information about that stimulus, for example to learn to associate it with a second stimulus, or to recall or recognize it in a memory test.
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Meaningfulness and verbal learning. Chicago, Lippincott  (OCoLC) Online version: Underwood, Benton J., Meaningfulness and verbal learning. Chicago, Lippincott  (OCoLC) Document Type: Book: All Authors / Contributors: Benton J.
Meaningfulness and Verbal Learning Hardcover – by Benton J. Underwood (Author), Rudolph W. Schulz (Author) out of 5 stars 1 rating. See all formats and editions Hide other formats and editions. Price New from Used from 5/5(1). Open Library is an open, editable library catalog, building towards a web page for every book ever published.
Meaningfulness and verbal learning by Benton J. Underwood,Lippincott edition, in English. The major purpose of the review was to examine the validity of the assumption that the laws of verbal learning obtained on the college student will hold reasonably well for younger populations of Ss.
Various areas of verbal learning, such as free learning, paired-associate learning, serial learning, transfer, retention, and retroactive-proactive inhibition, were reviewed in order to determine Cited by: The text then examines the relationships between concept learning and verbal learning and meaningfulness and concept.
Discussions focus on linguistic analysis of nonsense syllables, linguistic concepts as determiners of meaningfulness, stimulus selection and stimulus bias, response learning and associative learning, and implicit associative.
Chapter 6 Learning • describe the nature of learning, Verbal Lear ning Concept Lear ning Skill Lear ning Transfer of Lear ning Learning names of objects such as book, orange, mango, cow, boy, and girl, and retaining them is another important task. As one grows older, one observes many events orFile Size: KB.
yOURNAL OF VERBAL LEARNING AND VERBAL BEHAVIOR 5, () Parameters of Abstraction, Meaningfulness, and Pronunciability for Nouns1'~ OTFRIED SPREEN3 AND RUDOLPH W.
SCIZIULZ University o] Iowa, Iowa City, Iowa nouns of A-frequency were rated on a 7-point scale for concreteness, specificity, and pronunciability by three different groups of by: This book is a collection of classic papers about verbal memory from the s.
Topics covered include: acquisition, organization, transfer, inhibition and retention, interference, and measurement of retention. The papers are organized into sections according to these topics and presented in roughly chronological order as a kind of dialogue.2/5(1).
Psychology Definition of VERBAL LEARNING TRADITION: an attempt to unearth fundamental laws of learning by analyzing simple materials in controlled circumstances. Paired-Associate Learning and Free Recall of Nouns as a Function of Concreteness, Specificity, Imagery, and Meaningfulness Allan Paivio Psychological Reports 1, Cited by: David Ausubel – Meaningful Learning Theory Biographical information: David Paul Ausubel is an American psychologist and educator.
He was born in the United States, New York in Octogrew up in Brooklyn, New York, and died July 9, Ausubel went to the University of Pennsylvania to get his bachelor degree in Psychology and Pre-Med, and he graduated in Then he graduated. Open Library is an open, editable library catalog, building towards a web page for every book ever published.
Verbal behavior and learning: problems and processes by Conference on Verbal Learning and Verbal Behavior (2nd Ardsley-on-Hudson, N.Y.),McGraw-Hill edition, in EnglishPages: Verbal Learning and Verbal Behavior Hardcover – by Cofer C (Author) See all 2 formats and editions Hide other formats and editions.
Amazon Price New from Used from Hardcover "Please retry" CDN$ CDN$ CDN$ Hardcover, — Author: Cofer C. Interpersonal Relationships in Education: From Theory to Practice This e-book was made available by Sense Publishers to the authors and editors of this book, the series editor and the members of the editorial board.
Unauthorized distribution will be prosecuted. Rote learning is the memorization of information based on repetition. Examples of rote learning include memorizing the alphabet, numbers, and multiplication tables.
Some consider rote learning to be a necessary step in learning certain subjects. Meaningfulness and Isolation as Factors in Verbal Learning.
Gregory A. Kimble & Robert H. Dufort - - Journal of Experimental Psychology 50 (6) The. Find Haworthia for the Collector by Rudolph Schulz - Find Haworthia for the Collector by Rudolph Schulz - Book condition: New Book Description.
New hard cover. pages. Hard Cover. New. Meaningfulness and Verbal Learning Underwood, Benton J. And Rudolph W. Schulz. Published:. Paivio, A. Abstractness, imagery, and meaningfulness in paired-associate learning.
Journal of Verbal Learning and Verbal Behavior, 4, Summary of Experiment: Participants are shown pairs of words, either Concrete-Concrete, Abstract-Concrete, Concrete-Abstract, or Abstract-Abstract.
Well, motor learning, particularly early learning, involves attempts by learners to acquire an idea of the movement (Gentile, ) or understand the basic pattern of coordination (Newell, ). To achieve these goals, learners must use cognitive (Fitts & Posner, ) and verbal processes (Adams, ) to.
Abstract. Forty groups of subjects were given six lists of 25 nouns each for immediate free written recall. A measure of free recall was thereby obtained for each of nouns in the Paivio, Yuille, and Madigan () norms, each noun’s measure based on the recall of 32 by: Eighteen Japanese freshmen students were assigned to two experimental and one control group to test Ausubel's () subsumption theory of meaningful verbal learning and retention in a retroactive interference : George T.
Milonas. Imagery and Verbal Processes. Allan Paivio. Holt, Rinehart and abstract nouns analysis appears arousal asso association value associative learning associative priming attributes auditory availability behavior Chapter classical conditioning component concept concrete nouns concrete words consistent context All Book Search results ».
It is remarkable how many synonyms for meaningfulness also refer to merely verbal content: we talk, for instance, about the point of life, or its significance, or whether or not it makes sense. If we want to understand the meaning of life, it seems as though we need to grapple with the nature of meaning in this less exalted : Roy F Baumeister.
Noun imagery (I) and meaningfulness (m) were varied over an equivalent range in different paired-associate (PA) lists. In each list, one variable was systematically varied on stimulus and response sides within each of three different levels of the other variable.
The results showed highly significant positive effects of I, more so on the stimulus than on the response side of pairs, these Cited by: 9. Considers nonverbal imagery and verbal symbolic processes in relation to associative learning and memory.
These 2 hypothesized processes are operationally distinguished in terms of stimulus attributes and experimental procedures designed to make them differentially available as associative mediators or memory codes. The availability of imagery is assumed to vary directly with item concreteness Cited by: DOCUMENT RESUME ED EC AUTHOR Biser, Eileen TITLE Application of Ausubel's Theory of Meaningful Verbal.
Learning to Curriculum, Teaching and Learning of Deaf. Students. PUB DATE Jun 84 NOTE 27p.; Contained in: International Symposium on. Cognition, Education, and Deafness (Washington, DC, June). Working Papers. Volumes File Size: KB. Active learning. The obvious place to find meaning in education is in the various forms of "active learning." By placing students in the framework of a true problem, and by placing the responsibility for a solution on the students, we give learning the meaningfulness (and affect) it should have.
WHAT WE KNOW ABOUT MODALITY STRENGTHS RESEARCH THAT SHOWS STUDENTS HAVE DIFFERENT MODALITY STRENGTHS SHOULD BE USED TO IMPROVE LEARNING. WALTER B. BARBE AND MICHAEL N.
MILONE, JR. One of the most promising movements in contemporary education is the attention be ing given to student learning styles. verbal learning theorists have focused exclusively on.
on interference. the meaningfulness of the material to be remembered 2. the similarity of the materials involved 3. the time intervals between learning and recall and between the original learning experiences Learning and Memory Lutz Chapter 2 Test 1 35 Terms.
michelle_ol. of contemporary verbal learning theory and procedures. As Watson points out, "Ebbinghaus* research on learning and memory, as reported in his book of Is perhaps the original impetus for more research in psychology than any single study" (Watson, 19^3, P.
In Author: Jaylene Summers Tilton. The teachers' word book of 30, words Bureau of Publications, Teachers' College, Colum-bia University Meaningfulness and verbal learning. Philadelphia: Lippincott, Notes I. Meaningfulness and Verbal Learning by B. Underwood and R. Schulz () represents the apogee of current development in this area.
Their book provides a rich source of new hypotheses for. The first of his three research books, Meaningfulness and Verbal Learning, was coauthored with Rudolph and published in As some students have described, the book reads like a detective novel, with its false leads, red herrings, and careful “plot” development.
ENCODING VARIABILITY AND DIFFERENTIAL NEGATIVE TRANSFER AND RETROACTIVE INTERFERENCE IN CHILDREN Paired-Associate Learning in Children Keppel () addressed the question of whether "the laws of verbal learning obtained on the college student will hold reasonably well for younger populations of Ss" (p.
63).Author: Frederick G. Fleming. Meaningfulness and verbal learning. Philadelphia: Lippincott, Articulation in verbal learning. Journal of Verbal Learning and. Vcrbal Behavior,3, Individual and group predictions of item difficulty for free learning. Journal of Experimental Psychologx.
Researchers interested in verbal learning have, over the past several decades, developed a substantial body of empirical data regarding the means by which verbal associations are effectively acquired.
The impor-tance of meaningfulness and concreteness in the acquisition of such infor. Cognitive Conceptions of Learning Show all authors. Thomas J. Shuell. BJ Hilgard, ER Laboratory studies of verbal learning Theories of learning and instruction Chicago University of Chicago Press (The sixty-third yearbook of BJ, Schulz, RW Meaningfulness and verbal learning Philadelphia Lippincott Google Scholar.
Voss, JF Cited by: Get this book in print. 9 Verbal Mediation in Learning and Memory. 10 Imagery Mediation in Learning and Memory Journal of Experimental Journal of Psychology Journal of Verbal language latency Learning and Verbal letters linguistic meaning meaningfulness mental Psychology mnemonic mnemonists NLMs nonverbal noun pairs objects paired.
The text then examines the relationships between concept learning and verbal learning and meaningfulness and concept. Discussions focus on linguistic analysis of nonsense syllables, linguistic concepts as determiners of meaningfulness, stimulus selection and stimulus bias, response learning and associative learning, and implicit associative Book Edition: 1.
P Enhance meaningfulness by relating new concepts and information taught to experiences familiar to the student (e.g., describe steam formed in a shower on a cold day as an example of condensation). Encourage the student to cite more familiar examples. P Discuss the meaning of a story or text immediately after it is read.
Ask the student toFile Size: KB.This study tests the assumption that in the A-B, A-C transfer paradigm the unreinforced evocation of covert or overt first-list responses during the acquisition of the second list results in the unlearning of the first-list associations.
In an RI design using the A-B, A-C paradigm the work groups received interpolated trials on a second list in which the type of responses either remained the Cited by: -meaningfulness, picture detail, and presentation mode-may apply to learning from television, film, or still projection.
Meaningfulness of materials to learners may vary within any given audiovisual presentation. Picture detail may range from simple line drawings to complex photographic repro-ductions. Presentation mode may consist of either.