Raymond W Kulhavy
Biographic Data
| ID | 2747763 |
|---|---|
| NAME | Raymond W Kulhavy |
| GIVEN NAMES | Raymond W |
| FAMILY NAME | Kulhavy |
| SIGNATURE | KULHAVY R W |
| AFFILIATIONS | Arizona State University |
| VERIFIED | No |
| TOTAL WORKS | 25 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 25 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1970 |
| LATEST PUBLICATION YEAR | 1996 |
| H-INDEX | 2 |
How Cognitive Maps are Learned and Remembered
This paper draws on research from geography and psychology to explain how people learn and remember both reference and thematic maps. The review describes how prior knowledge about maps interacts with task demands to produce mental representations that satisfy the constraints of the human information processing system. The paper then examines research that has used maps to assist people in answering questions about “What happened there” and concl…
"Thematic Maps and Text / an Analysis of "What Happened There
Undergraduates studied a map of Ceylon which contained one of three theme distributions. Following map study, percipients read a text containing facts related to the theme distributions. People correctly recalled significantly more theme-related facts from the text, and were able to draw more inferences related to the particular theme they had studied. The results were interpreted in terms of a dual coding model, where structural information enco…
Using maps to remember text
A sample of 45 undergraduate volunteers produced think aloud data while learning one of three versions of a reference map. Following map learning, the students read a text in which the events were related to the map features. Recall of text events was associated with accurate encoding of map structure. Results were interpreted within a dual coding framework, which emphasises cross‐code retrieval and a computational advantage for images of spatial…
Cartographic Experience And Thinking Aloud About Thematic Maps
High school students and college geography majors studied a thematic map titled the Ancient Mayan World. During the 15-minute study period subjects produced 'think aloud' data by describing the processes they used to encode the map. An analysis of the verbal protocols yielded no important differences due to sex of subject or instructions to learn the map. Cartographically experienced college subjects tended to emphasize theme information rather t…
Response Feedback, Certitude and Learning From Text
S ummary . Based upon the premise that persons modify their study behaviours in order to maintain their certainty of responding correctly, a study was conducted with 40 undergraduate volunteers examining the effects of different presentation rates and feedback context on response confidence and correct responding. Significant effects in the anticipated direction were found for presentation rate but not for the context of feedback
Feedback in written instruction
Reporting primary data in scientific articles
Reporting primary data in scientific articles
Spatially Cued Retrieval of Sentences
Undergraduate Italian students studied a set of 16 feature markers that were either distributed across the areal domain of a map or listed next to the map outline. They then learned a series of 16 sentences in which subject nouns matched feature markers. Following learning, subjects either did or did not see the original features as they attempted to recall the stimulus sentences. In addition, control subjects heard the sentences and saw the map …
Repetitive Reading and Recall of Expository Text
SIXTY GRADUATE STUDENTS instructed to read a 669-word expository passage one, two, or three times completed both free and cued recall measures on three test occasions. Effects of repeated reading of to-be-learned material on recall and retention, as well as persistence of errors over time, were examined. Both quantitative and qualitative differences in recall were found as a function of the number of times text was read. Subjects who read the pas…
Maps, Mode of Text Presentation, and Children’s Prose Learning
This study examined the effects of reference maps on what children remember from written and aurally presented discourse. Subjects were presented one of three maps that varied in feature configuration and spatial distribution, and were asked to study these maps before reading or listening to a related story. Results of tests across both prose and maps conflicted with previous research in which learners appeared unable to maintain visual images wh…
Maps, Mode of Text Presentation, and Children's Prose Learning
This study examined the effects of reference maps on what children remember from written and aurally presented discourse. Subjects were presented one of three maps that varied in feature configuration and spatial distribution, and were asked to study these maps before reading or listening to a related story. Results of tests across both prose and maps conflicted with previous research in which learners appeared unable to maintain visual images wh…
Verbal/Spatial Task Expectations in Written Instruction
S ummary . In two experiments, high school students studied a map‐prose combination under instructions to expect either a spatial/locational or verbal/event post‐test over the target material. Control groups received no expectation instructions. In general, test expectation instructions significantly influenced the kinds of information students were able to recall on a spatially or verbally cued post‐test. In the first study, people who expected …
Effects of Language Facility in Learning
Sixty-four primary school boys were classified as being high or low in vocabulary and randomly assigned to a language mediation instruction or non-instructed condition. Children were individually administered CVC's, paralogs, and simple words in a three trial paired-associate learning task. Locus of facilitation was found primarily in upper vocabulary groups and for familiar words rather than paralogs and CVC's. Low vocabulary subjects produced f…
Mnemonic Transformations and Verbal Coding Processes in Children
In order to test a transformational model of verbal coding processes, 120 male and female second, fourth, and sixth graders learned a 16-item categorizable noun list under instructions either to Image, Categorize, or chain into a Narrative. A Control group learned the list without mnemonic instructions. Image-instructed Ss remembered significantly more words than either the Cluster or Narrative instructed groups whose recall was essentially the s…
Recognition Memory for Paraphrases
To supply evidence concerning memory for paraphrases, 42 men and women undergraduates learned a set of eight sentences, presented in either the active or passive voice. On an immediate recognition test, Ss were given both structural (active-passive) and lexical (synonym substitution) paraphrases of the sentences learned and asked to identify the original stimuli. Most false recognitions were given for structural changes, followed by lexical subst…
Temporal Organization in Prose
Sixty high school students studied two, five-paragraph text passages in which the content was organized around either a semantic, temporal, or random theme. Half of the learners in each group were instructed to try to organize the material in some fashion which would aid them in remembering it on a later test. All students received free recall, semantically cued and temporally cued tests following reading. In free recall, both the semantic and te…
Conservation level and category clustering
Coding Efficiency and Mnemonic Transformations in Free Recall
Verbal coding research suggests that many mnemonic processes can be explained in terms of the control transformations necessary to produce them. This experiment compared learning of a categorized noun list across both imagery and clustering instructional sets. Twelve control subjects received no instructions. In each instructional group ( N = 72, ns = 12), half of the subjects saw the category names before learning, and the alternate half did not…
Imagery Instructions and the Comprehension of Text
S ummary . 119 fifth‐ and sixth‐grade children read a 20‐paragraph text, with half of the groups receiving a test immediately after reading. One week after learning, all children were given a delayed test. The tests measured both verbatim and semantic recall of questions seen during the initial reading. Half of the children received instructions to form mental pictures of the text events during learning. The remaining half of each group were mere…
Imaginal Attributes in Learning Sentence-Embedded Noun Pairs
168 Ss learned 10 pairs of sententially embedded nouns. The sentences presented the nouns in either a positive interactive, negative interactive or noninteractive context. Ss saw the sentences in either a bizarre or nonbizarre form. Noun-vividness, defined as the presence or absence of a color adjective, was varied as a within- Ss factor. Ss learned significantly more nonbizarre pairs, and the nonbizarre groups significantly outperformed a standa…
Learning Concepts from Definitions
Most of the time in school we expect students to learn concepts from being told about them. However, very few studies have investigated the of concepts from definitions and explanations (Johnson & Stratton, 1966). In most of the research on so-called learning people are expected to induce concepts, such as two green borders, from cards displaying geometric figures. It is obvious that if the subject were told such a concept in advance he would sor…
Category Clustering in the Free Recall of Sentences
2 groups of Ss free-recalled a list of active or passive voice sentences. The “actee” nouns in the sentences were classified into 3 categories. Ss reliably clustered their recall by conceptual category and clustering increased over 5 trials. No significant group differences were obtained on either organization or total recall. On a posttest of organization, 76.9% of the passive Ss and 60% of the active Ss organized the sentences into E-provided c…
Political Attitude and Scholastic Achievement in Rotc Students
Language Mediation and Paired-Associate Learning in College Students
How Cognitive Maps are Learned and Remembered
This paper draws on research from geography and psychology to explain how people learn and remember both reference and thematic maps. The review describes how prior knowledge about maps interacts with task demands to produce mental representations that satisfy the constraints of the human information processing system. The paper then examines research that has used maps to assist people in answering questions about “What happened there” and concl…
Maps, Mode of Text Presentation, and Children’s Prose Learning
This study examined the effects of reference maps on what children remember from written and aurally presented discourse. Subjects were presented one of three maps that varied in feature configuration and spatial distribution, and were asked to study these maps before reading or listening to a related story. Results of tests across both prose and maps conflicted with previous research in which learners appeared unable to maintain visual images wh…
Imagery Instructions and the Comprehension of Text
S ummary . 119 fifth‐ and sixth‐grade children read a 20‐paragraph text, with half of the groups receiving a test immediately after reading. One week after learning, all children were given a delayed test. The tests measured both verbatim and semantic recall of questions seen during the initial reading. Half of the children received instructions to form mental pictures of the text events during learning. The remaining half of each group were mere…
Learning Concepts from Definitions
Most of the time in school we expect students to learn concepts from being told about them. However, very few studies have investigated the of concepts from definitions and explanations (Johnson & Stratton, 1966). In most of the research on so-called learning people are expected to induce concepts, such as two green borders, from cards displaying geometric figures. It is obvious that if the subject were told such a concept in advance he would sor…
Using maps to remember text
A sample of 45 undergraduate volunteers produced think aloud data while learning one of three versions of a reference map. Following map learning, the students read a text in which the events were related to the map features. Recall of text events was associated with accurate encoding of map structure. Results were interpreted within a dual coding framework, which emphasises cross‐code retrieval and a computational advantage for images of spatial…
Spatially Cued Retrieval of Sentences
Undergraduate Italian students studied a set of 16 feature markers that were either distributed across the areal domain of a map or listed next to the map outline. They then learned a series of 16 sentences in which subject nouns matched feature markers. Following learning, subjects either did or did not see the original features as they attempted to recall the stimulus sentences. In addition, control subjects heard the sentences and saw the map …
Repetitive Reading and Recall of Expository Text
SIXTY GRADUATE STUDENTS instructed to read a 669-word expository passage one, two, or three times completed both free and cued recall measures on three test occasions. Effects of repeated reading of to-be-learned material on recall and retention, as well as persistence of errors over time, were examined. Both quantitative and qualitative differences in recall were found as a function of the number of times text was read. Subjects who read the pas…
Verbal/Spatial Task Expectations in Written Instruction
S ummary . In two experiments, high school students studied a map‐prose combination under instructions to expect either a spatial/locational or verbal/event post‐test over the target material. Control groups received no expectation instructions. In general, test expectation instructions significantly influenced the kinds of information students were able to recall on a spatially or verbally cued post‐test. In the first study, people who expected …
Temporal Organization in Prose
Sixty high school students studied two, five-paragraph text passages in which the content was organized around either a semantic, temporal, or random theme. Half of the learners in each group were instructed to try to organize the material in some fashion which would aid them in remembering it on a later test. All students received free recall, semantically cued and temporally cued tests following reading. In free recall, both the semantic and te…
Conservation level and category clustering
Language Mediation and Paired-Associate Learning in College Students
Category Clustering in the Free Recall of Sentences
2 groups of Ss free-recalled a list of active or passive voice sentences. The “actee” nouns in the sentences were classified into 3 categories. Ss reliably clustered their recall by conceptual category and clustering increased over 5 trials. No significant group differences were obtained on either organization or total recall. On a posttest of organization, 76.9% of the passive Ss and 60% of the active Ss organized the sentences into E-provided c…
Political Attitude and Scholastic Achievement in Rotc Students
Learning Concepts from Definitions
Most of the time in school we expect students to learn concepts from being told about them. However, very few studies have investigated the of concepts from definitions and explanations (Johnson & Stratton, 1966). In most of the research on so-called learning people are expected to induce concepts, such as two green borders, from cards displaying geometric figures. It is obvious that if the subject were told such a concept in advance he would sor…
Imaginal Attributes in Learning Sentence-Embedded Noun Pairs
168 Ss learned 10 pairs of sententially embedded nouns. The sentences presented the nouns in either a positive interactive, negative interactive or noninteractive context. Ss saw the sentences in either a bizarre or nonbizarre form. Noun-vividness, defined as the presence or absence of a color adjective, was varied as a within- Ss factor. Ss learned significantly more nonbizarre pairs, and the nonbizarre groups significantly outperformed a standa…
Coding Efficiency and Mnemonic Transformations in Free Recall
Verbal coding research suggests that many mnemonic processes can be explained in terms of the control transformations necessary to produce them. This experiment compared learning of a categorized noun list across both imagery and clustering instructional sets. Twelve control subjects received no instructions. In each instructional group ( N = 72, ns = 12), half of the subjects saw the category names before learning, and the alternate half did not…
Imagery Instructions and the Comprehension of Text
S ummary . 119 fifth‐ and sixth‐grade children read a 20‐paragraph text, with half of the groups receiving a test immediately after reading. One week after learning, all children were given a delayed test. The tests measured both verbatim and semantic recall of questions seen during the initial reading. Half of the children received instructions to form mental pictures of the text events during learning. The remaining half of each group were mere…
Conservation level and category clustering
Mnemonic Transformations and Verbal Coding Processes in Children
In order to test a transformational model of verbal coding processes, 120 male and female second, fourth, and sixth graders learned a 16-item categorizable noun list under instructions either to Image, Categorize, or chain into a Narrative. A Control group learned the list without mnemonic instructions. Image-instructed Ss remembered significantly more words than either the Cluster or Narrative instructed groups whose recall was essentially the s…
Recognition Memory for Paraphrases
To supply evidence concerning memory for paraphrases, 42 men and women undergraduates learned a set of eight sentences, presented in either the active or passive voice. On an immediate recognition test, Ss were given both structural (active-passive) and lexical (synonym substitution) paraphrases of the sentences learned and asked to identify the original stimuli. Most false recognitions were given for structural changes, followed by lexical subst…
Temporal Organization in Prose
Sixty high school students studied two, five-paragraph text passages in which the content was organized around either a semantic, temporal, or random theme. Half of the learners in each group were instructed to try to organize the material in some fashion which would aid them in remembering it on a later test. All students received free recall, semantically cued and temporally cued tests following reading. In free recall, both the semantic and te…
Effects of Language Facility in Learning
Sixty-four primary school boys were classified as being high or low in vocabulary and randomly assigned to a language mediation instruction or non-instructed condition. Children were individually administered CVC's, paralogs, and simple words in a three trial paired-associate learning task. Locus of facilitation was found primarily in upper vocabulary groups and for familiar words rather than paralogs and CVC's. Low vocabulary subjects produced f…
Verbal/Spatial Task Expectations in Written Instruction
S ummary . In two experiments, high school students studied a map‐prose combination under instructions to expect either a spatial/locational or verbal/event post‐test over the target material. Control groups received no expectation instructions. In general, test expectation instructions significantly influenced the kinds of information students were able to recall on a spatially or verbally cued post‐test. In the first study, people who expected …
Repetitive Reading and Recall of Expository Text
SIXTY GRADUATE STUDENTS instructed to read a 669-word expository passage one, two, or three times completed both free and cued recall measures on three test occasions. Effects of repeated reading of to-be-learned material on recall and retention, as well as persistence of errors over time, were examined. Both quantitative and qualitative differences in recall were found as a function of the number of times text was read. Subjects who read the pas…
Maps, Mode of Text Presentation, and Children’s Prose Learning
This study examined the effects of reference maps on what children remember from written and aurally presented discourse. Subjects were presented one of three maps that varied in feature configuration and spatial distribution, and were asked to study these maps before reading or listening to a related story. Results of tests across both prose and maps conflicted with previous research in which learners appeared unable to maintain visual images wh…
Maps, Mode of Text Presentation, and Children's Prose Learning
This study examined the effects of reference maps on what children remember from written and aurally presented discourse. Subjects were presented one of three maps that varied in feature configuration and spatial distribution, and were asked to study these maps before reading or listening to a related story. Results of tests across both prose and maps conflicted with previous research in which learners appeared unable to maintain visual images wh…
Feedback in written instruction
Reporting primary data in scientific articles
Reporting primary data in scientific articles
Spatially Cued Retrieval of Sentences
Undergraduate Italian students studied a set of 16 feature markers that were either distributed across the areal domain of a map or listed next to the map outline. They then learned a series of 16 sentences in which subject nouns matched feature markers. Following learning, subjects either did or did not see the original features as they attempted to recall the stimulus sentences. In addition, control subjects heard the sentences and saw the map …
Response Feedback, Certitude and Learning From Text
S ummary . Based upon the premise that persons modify their study behaviours in order to maintain their certainty of responding correctly, a study was conducted with 40 undergraduate volunteers examining the effects of different presentation rates and feedback context on response confidence and correct responding. Significant effects in the anticipated direction were found for presentation rate but not for the context of feedback
Cartographic Experience And Thinking Aloud About Thematic Maps
High school students and college geography majors studied a thematic map titled the Ancient Mayan World. During the 15-minute study period subjects produced 'think aloud' data by describing the processes they used to encode the map. An analysis of the verbal protocols yielded no important differences due to sex of subject or instructions to learn the map. Cartographically experienced college subjects tended to emphasize theme information rather t…
"Thematic Maps and Text / an Analysis of "What Happened There
Undergraduates studied a map of Ceylon which contained one of three theme distributions. Following map study, percipients read a text containing facts related to the theme distributions. People correctly recalled significantly more theme-related facts from the text, and were able to draw more inferences related to the particular theme they had studied. The results were interpreted in terms of a dual coding model, where structural information enco…
Using maps to remember text
A sample of 45 undergraduate volunteers produced think aloud data while learning one of three versions of a reference map. Following map learning, the students read a text in which the events were related to the map features. Recall of text events was associated with accurate encoding of map structure. Results were interpreted within a dual coding framework, which emphasises cross‐code retrieval and a computational advantage for images of spatial…
How Cognitive Maps are Learned and Remembered
This paper draws on research from geography and psychology to explain how people learn and remember both reference and thematic maps. The review describes how prior knowledge about maps interacts with task demands to produce mental representations that satisfy the constraints of the human information processing system. The paper then examines research that has used maps to assist people in answering questions about “What happened there” and concl…
Psychology (22 works) · Computer Science (20 works) · Cognitive psychology (17 works) · Linguistics (11 works) · Recall (11 works) · Artificial Intelligence (9 works) · Natural language processing (9 works) · Artificial Intelligence (8 works) · Reading and Literacy Development (8 works) · Visual and Cognitive Learning Processes (8 works)