Ronald E Johnson
Biographic Data
| ID | 3658934 |
|---|---|
| NAME | Ronald E Johnson |
| GIVEN NAMES | Ronald E |
| FAMILY NAME | Johnson |
| SIGNATURE | JOHNSON R E |
| AFFILIATIONS | Purdue University West Lafayette |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1964 |
| LATEST PUBLICATION YEAR | 2002 |
| H-INDEX | 1 |
Cognitive Test Anxiety and Academic Performance
Ways Forward in the Cathedral
Proactive effects in memory for stories
Selective omissions in the recall of longer prose passages have been interpreted as evidence of abstractive processes during encoding. Presumably, the additional information in longer passages produces an information overload which necessitates selective attention. Learners in three experiments were tested on their recognition or recall of a short passage that either was or was not preceded by a long introductory segment. An encoding‐based view p…
Remembering of Word Associations
After a one-week interval, 200 Ss responded a second time to the stimulus words of the Kent-Rosanoff list. The Ss instructed to reproduce their earlier associates showed significantly more repetition of associates than Ss instructed to give their first occurring associates. Regardless of Ss' set, the repetition of associates was predicted best by the normative popularity of the responses as associates. Dimensional ratings of the stimuli were rela…
Grammatical Structure and the Recall of Sentences in Prose
By far the largest amount of teaching activity in educational settings involves telling things to students, whether orally or in print [Carroll, 1968, p. 1] . Surprisingly, only recently has there been much interest in variables influencing learning from written or spoken discourse. Carrol (1968) stated: It is no wonder...(that) there has been difficulty in applying learning theory to the analysis of teaching. Even when we consider the field of w…
Meaningfulness and the Recall of Textual Prose
Meaningfulness was found to be strongly related to the recall of linguistic subunits in textual prose. The generality of the relationship was evident with two samples of textual prose, with linguistic units of two different sizes, with two different methods of measuring meaningfulness, and at two retention intervals
Meaningfulness Differentials, Number of Isolates, and Isolation Effects
Smoking and the reduction of cognitive dissonance
Another S. Wesley Anthem
Church Choirs and Congregations
Meaningfulness and Retention of a Single Paired Associate
The prediction of interference theory that material of low meaning would be more resistant to forgetting was tested by comparing the retention of paired associates of high and low meaning. Each S learned a single paired associate and was tested once after time intervals ranging from 25 sec. to 2 wk. Contrary to the prediction of interference theory, no statistically significant differences were found at retention
Meaningfulness and Retention of a Single Paired Associate
The prediction of interference theory that material of low meaning would be more resistant to forgetting was tested by comparing the retention of paired associates of high and low meaning. Each S learned a single paired associate and was tested once after time intervals ranging from 25 sec. to 2 wk. Contrary to the prediction of interference theory, no statistically significant differences were found at retention
Another S. Wesley Anthem
Church Choirs and Congregations
Smoking and the reduction of cognitive dissonance
Meaningfulness Differentials, Number of Isolates, and Isolation Effects
Remembering of Word Associations
After a one-week interval, 200 Ss responded a second time to the stimulus words of the Kent-Rosanoff list. The Ss instructed to reproduce their earlier associates showed significantly more repetition of associates than Ss instructed to give their first occurring associates. Regardless of Ss' set, the repetition of associates was predicted best by the normative popularity of the responses as associates. Dimensional ratings of the stimuli were rela…
Grammatical Structure and the Recall of Sentences in Prose
By far the largest amount of teaching activity in educational settings involves telling things to students, whether orally or in print [Carroll, 1968, p. 1] . Surprisingly, only recently has there been much interest in variables influencing learning from written or spoken discourse. Carrol (1968) stated: It is no wonder...(that) there has been difficulty in applying learning theory to the analysis of teaching. Even when we consider the field of w…
Meaningfulness and the Recall of Textual Prose
Meaningfulness was found to be strongly related to the recall of linguistic subunits in textual prose. The generality of the relationship was evident with two samples of textual prose, with linguistic units of two different sizes, with two different methods of measuring meaningfulness, and at two retention intervals
Ways Forward in the Cathedral
Proactive effects in memory for stories
Selective omissions in the recall of longer prose passages have been interpreted as evidence of abstractive processes during encoding. Presumably, the additional information in longer passages produces an information overload which necessitates selective attention. Learners in three experiments were tested on their recognition or recall of a short passage that either was or was not preceded by a long introductory segment. An encoding‐based view p…
Cognitive Test Anxiety and Academic Performance
Psychology (7 works) · Cognitive psychology (6 works) · Social Psychology (4 works) · Art (3 works) · Computer Science (3 works) · Linguistics (3 works) · Philosophy (3 works) · Recall (3 works) · Visual and Cognitive Learning Processes (3 works) · Audiology (2 works)