| Title | Date | Views | Brief Description |
|---|
| Electrophysiological aspects of selective attention during concept learning |
1971 |
227 |
Human visual evoked response changes to stimuli in a concept identification task were measured at the vertex and the occipital lobe in an attempt to investigate slow D. C. potential shifts as a function of hypothesis-testing behavior. It was found th... |
| The role of meaningfulness in paired-associate recognition learning of trainable and educable mental retardates and normals |
1972 |
226 |
With today's emphasis on education and learning, considerable attention has been turned to the mentally retarded. Although it is well known that the mentally retarded can learn much of the same material as can normal children, it is obvious that thei... |
| Concept identification at various developmental levels as a function of simultaneous and successive stimulus presentation |
1973 |
231 |
Simultaneous and Successive stimulus presentation were compared in a concept-learning task using blank trials. Subjects were kindergarten children; fourth-grade children; ninth-grade children; college students; returning students thirty-five to forty... |
| The learning and recognition of random shapes : effects of number of response categories and retrieval cues |
1974 |
466 |
Two types of learning task, as well as the presence or absence of retrieval cues, were examined for their effects on long-term recognition memory for random shapes. Twenty college student subjects learned to associate the number “1” with five of ten ... |
| The therapeutic effects of five types of modeling on snake-phobic women |
1972 |
330 |
The main purpose of this experiment was to determine whether a condition in which snake phobic Ss observed models behaving initially fearfully and terminally fearlessly towards a snake would produce greater fear reduction in observers than a conditio... |