Christopher A Joseph
Biographic Data
| ID | 10328641 |
|---|---|
| NAME | Christopher A Joseph |
| GIVEN NAMES | Christopher A |
| FAMILY NAME | Joseph |
| SIGNATURE | JOSEPH C A |
| AFFILIATIONS | Emporia State University |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1981 |
| LATEST PUBLICATION YEAR | 1984 |
| H-INDEX | 1 |
Effects of Free Recall of Grouping Pictures, Picture Names, and Complete Picture Descriptions
The double-encoding hypothesis is one explanation for the superior free recall of picture stimuli compared to recall of the same stimuli in word form. This study attempted to describe fully in words the picture stimuli that were presented, because a picture's simple word label obviously is not equivalent in complexity to the picture itself. Pictures, their simple labels, and a series of words that completely described the pictures were presented …
Developmental Effects on Free Recall of Grouping Pictures and Words
The double-encoding hypothesis explains why superior free recall of picture stimuli compared to their equivalent word forms has been demonstrated to be valid with university level Ss. Two experiments compared the effects of grouping words and pictures to determine if there is a developmental factor involved in modifying the double-encoding hypothesis. Experiment 1 found that freshmen university students who grouped pictures or words remembered mo…
Subsumptive Process in Cognitive Equivalence Transformations with Pictures and Words
Sixth-grade and college-level students grouped two types of stimuli (words or pictures) in increasing or decreasing numbers of categories. A factorial design was used to evaluate this cognitive-developmental aspect of the subsumptive process. The procedure was to ask one group of subjects at each age level to form sets of pictures or words in pairs, then in fours and then in sixes. Comparative groups were asked to reverse this subsumptive process…
The Effect of Sex of the Subject, Sex of the Experimenter, and Reinforcement Condition On Serial Digit Learning
In an investigation of the effects of sex of the S, sex of the E, and verbal reinforcement condition on serial digit learning 60 male and 60 female Ss were randomly and equally assigned to one of two male or two female Es. An equal number of Ss participated in conditions of reward, punishment, or neutral treatment. There were no significant differences found. Results are compared to previous learning studies that utilized verbal material
Sex Effects on Free Recall of Transforming Orally and Visually Presented Nouns into Printed, Picture, or Imagery Form
Two experiments using male and female college students studied the effects on free recall of transforming auditory and visual stimuli by imagination or penciling. Experiment 1 (N = 152) presented nouns either auditorily by a tape recorder or visually as printed words, and Ss either drew them as pictures or printed them as words. Significantly more items were recalled as a result of drawing pictures during the presentation of stimuli (p less than …
Effects on Free Recall and Recognition of Transforming Visually Presented Words and Pictures into Trace or Imagery form
The effects on free recall and recognition of transforming visually presented words and pictures was investigated. The Ss (n = 88) were asked to imagine or trace the words or pictures, and the number of item remembered was measured through free recall or recognition. There was no significant difference in items remembered as a result of tracing or imagining. Significantly more picture stimuli were remembered as opposed to words, and recognition o…
Effects on Free Recall of Transforming Visually and Orally Presented Nouns into Printed, Picture, or Imagery Form
Two experiments using male and female college students studied the effects on free recall of transforming auditory and verbal stimuli into various forms. Experiment 1 (n = 240) presented nouns either auditorily by a tape recorder or visually as printed words. The Ss either imagined, traced, or drew (used a pencil) the nouns in the forms of pictures and words, pictures only, or words only. Significantly more items were recalled as a result of Ss r…
Effects on Free Recall and Recognition of Transforming Visually Presented Words and Pictures into Trace or Imagery form
The effects on free recall and recognition of transforming visually presented words and pictures was investigated. The Ss (n = 88) were asked to imagine or trace the words or pictures, and the number of item remembered was measured through free recall or recognition. There was no significant difference in items remembered as a result of tracing or imagining. Significantly more picture stimuli were remembered as opposed to words, and recognition o…
Sex Effects on Free Recall of Transforming Orally and Visually Presented Nouns into Printed, Picture, or Imagery Form
Two experiments using male and female college students studied the effects on free recall of transforming auditory and visual stimuli by imagination or penciling. Experiment 1 (N = 152) presented nouns either auditorily by a tape recorder or visually as printed words, and Ss either drew them as pictures or printed them as words. Significantly more items were recalled as a result of drawing pictures during the presentation of stimuli (p less than …
Effects on Free Recall of Transforming Visually and Orally Presented Nouns into Printed, Picture, or Imagery Form
Two experiments using male and female college students studied the effects on free recall of transforming auditory and verbal stimuli into various forms. Experiment 1 (n = 240) presented nouns either auditorily by a tape recorder or visually as printed words. The Ss either imagined, traced, or drew (used a pencil) the nouns in the forms of pictures and words, pictures only, or words only. Significantly more items were recalled as a result of Ss r…
Subsumptive Process in Cognitive Equivalence Transformations with Pictures and Words
Sixth-grade and college-level students grouped two types of stimuli (words or pictures) in increasing or decreasing numbers of categories. A factorial design was used to evaluate this cognitive-developmental aspect of the subsumptive process. The procedure was to ask one group of subjects at each age level to form sets of pictures or words in pairs, then in fours and then in sixes. Comparative groups were asked to reverse this subsumptive process…
The Effect of Sex of the Subject, Sex of the Experimenter, and Reinforcement Condition On Serial Digit Learning
In an investigation of the effects of sex of the S, sex of the E, and verbal reinforcement condition on serial digit learning 60 male and 60 female Ss were randomly and equally assigned to one of two male or two female Es. An equal number of Ss participated in conditions of reward, punishment, or neutral treatment. There were no significant differences found. Results are compared to previous learning studies that utilized verbal material
Sex Effects on Free Recall of Transforming Orally and Visually Presented Nouns into Printed, Picture, or Imagery Form
Two experiments using male and female college students studied the effects on free recall of transforming auditory and visual stimuli by imagination or penciling. Experiment 1 (N = 152) presented nouns either auditorily by a tape recorder or visually as printed words, and Ss either drew them as pictures or printed them as words. Significantly more items were recalled as a result of drawing pictures during the presentation of stimuli (p less than …
Effects on Free Recall and Recognition of Transforming Visually Presented Words and Pictures into Trace or Imagery form
The effects on free recall and recognition of transforming visually presented words and pictures was investigated. The Ss (n = 88) were asked to imagine or trace the words or pictures, and the number of item remembered was measured through free recall or recognition. There was no significant difference in items remembered as a result of tracing or imagining. Significantly more picture stimuli were remembered as opposed to words, and recognition o…
Effects of Free Recall of Grouping Pictures, Picture Names, and Complete Picture Descriptions
The double-encoding hypothesis is one explanation for the superior free recall of picture stimuli compared to recall of the same stimuli in word form. This study attempted to describe fully in words the picture stimuli that were presented, because a picture's simple word label obviously is not equivalent in complexity to the picture itself. Pictures, their simple labels, and a series of words that completely described the pictures were presented …
Developmental Effects on Free Recall of Grouping Pictures and Words
The double-encoding hypothesis explains why superior free recall of picture stimuli compared to their equivalent word forms has been demonstrated to be valid with university level Ss. Two experiments compared the effects of grouping words and pictures to determine if there is a developmental factor involved in modifying the double-encoding hypothesis. Experiment 1 found that freshmen university students who grouped pictures or words remembered mo…
Cognitive psychology (7 works) · Psychology (7 works) · Computer Science (5 works) · Free recall (5 works) · Recall (5 works) · Visual and Cognitive Learning Processes (5 works) · Communication (4 works) · Communication (4 works) · Audiology (3 works) · Linguistics (3 works)