Fred W Ohnmacht
Biographic Data
| ID | 5180367 |
|---|---|
| NAME | Fred W Ohnmacht |
| GIVEN NAMES | Fred W |
| FAMILY NAME | Ohnmacht |
| SIGNATURE | OHNMACHT F W |
| AFFILIATIONS | State University of New York at Albany |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1965 |
| LATEST PUBLICATION YEAR | 1980 |
| H-INDEX | 0 |
Group Structures and Memorial Encoding
A modification of the short-term memory task commonly used to study word encoding was developed for the simultaneous testing of groups of Ss. Three studies employing this group technique investigated the male and female encoding of college undergraduate Ss (Ns = 45, 30, 25, respectively) within the dimensions of taxonomic class, animal size, and animal ferocity. Results showed comparability with past studies conducted on individual Ss in terms of…
Paired-Associate Learning, False-Recognition Scores, and Performance in a Hierarchically Arranged Concept-Learning Task
This study evaluated the hypotheses that paired-associate learning would be negatively related to number of acquisition trials for simple concepts but not related to a complex one and that false recognition would be positively related to such acquisitions but most strongly to a relatively complex one. Data provided some support for these predictions
Relationship of False Recognition and Paired-Associate Learning Ability with Learning of Reversal and Nonreversal Shift
43 Ss were administered a false-recognition task, and a paired-associate learning task. Half the Ss were given a reversal shift task and the rest a nonreversal task. The paired-associate task was found to be unrelated to both the reversal and nonreversal tasks, whereas the false-recognition task was significantly related to the reversal shift but not to the nonreversal task. False recognition was also significantly related to the initial discrimi…
Some Effects of Stimulus Modality on Word Associations
114 Ss were administered a word-association task with stimuli presented to half the Ss in an aural mode, and to half in a visual mode. Responses were evaluated in terms of meaningfulness, quality, and structure. Qualitative and structural differences were negligible, whereas meaningfulness was affected by modality and stimulus characteristics. Interpretation of main effects was tempered by the presence of a significant interaction between modalit…
Perceptual Closure and Cloze Performance
Personality and Cognitive Referents of Creativity
90 Ss were given 5 measures of divergent production and the Myers-Briggs Type Indicator. As very few of the correlations were significant, it may be concluded that there is no correspondence across the cognitive and personality referents of creativity examined here
Canonical Analysis of Reading Readiness Measures and the Frostig Developmental Test of Visual Perception
THE present study sought to explore the communality among several measures of reading readiness and the Frostig Develop-mental Test of Visual Perception (FTVP). Frostig et al. (1964) mention an unpublished study which produced moderate correla-tions (e.g..4 to.5) of the scores of the FTVP with reading scores. In a sample of second graders, Olson (1966) reported several small, but significant correlations for subtests of the FVTP with two forms of…
Relationships among Personality and Cognitive Referrents of Creativity
Relationships between The 16 Personality Factor Questionnaire (16 PF), Barron Complexity Scale (BCS), and selected measures of divergent thinking from Guilford's Structure of the Intellect (SI) were examined utilizing correlational techniques. Previous work with the 16 PF indicating discrimination among creative and relatively less creative groups suggested that test performance should be significantly related to BCS and the SI measures. Results …
Some Dimensions of Meaning of the Concept Televised Instruction
Achievement, Anxiety and Creative Thinking
Factor Analysis of Ranked Educational Objectives
No prominent works on this page.
Factor Analysis of Ranked Educational Objectives
Some Dimensions of Meaning of the Concept Televised Instruction
Achievement, Anxiety and Creative Thinking
Relationships among Personality and Cognitive Referrents of Creativity
Relationships between The 16 Personality Factor Questionnaire (16 PF), Barron Complexity Scale (BCS), and selected measures of divergent thinking from Guilford's Structure of the Intellect (SI) were examined utilizing correlational techniques. Previous work with the 16 PF indicating discrimination among creative and relatively less creative groups suggested that test performance should be significantly related to BCS and the SI measures. Results …
Canonical Analysis of Reading Readiness Measures and the Frostig Developmental Test of Visual Perception
THE present study sought to explore the communality among several measures of reading readiness and the Frostig Develop-mental Test of Visual Perception (FTVP). Frostig et al. (1964) mention an unpublished study which produced moderate correla-tions (e.g..4 to.5) of the scores of the FTVP with reading scores. In a sample of second graders, Olson (1966) reported several small, but significant correlations for subtests of the FVTP with two forms of…
Personality and Cognitive Referents of Creativity
90 Ss were given 5 measures of divergent production and the Myers-Briggs Type Indicator. As very few of the correlations were significant, it may be concluded that there is no correspondence across the cognitive and personality referents of creativity examined here
Some Effects of Stimulus Modality on Word Associations
114 Ss were administered a word-association task with stimuli presented to half the Ss in an aural mode, and to half in a visual mode. Responses were evaluated in terms of meaningfulness, quality, and structure. Qualitative and structural differences were negligible, whereas meaningfulness was affected by modality and stimulus characteristics. Interpretation of main effects was tempered by the presence of a significant interaction between modalit…
Perceptual Closure and Cloze Performance
Paired-Associate Learning, False-Recognition Scores, and Performance in a Hierarchically Arranged Concept-Learning Task
This study evaluated the hypotheses that paired-associate learning would be negatively related to number of acquisition trials for simple concepts but not related to a complex one and that false recognition would be positively related to such acquisitions but most strongly to a relatively complex one. Data provided some support for these predictions
Relationship of False Recognition and Paired-Associate Learning Ability with Learning of Reversal and Nonreversal Shift
43 Ss were administered a false-recognition task, and a paired-associate learning task. Half the Ss were given a reversal shift task and the rest a nonreversal task. The paired-associate task was found to be unrelated to both the reversal and nonreversal tasks, whereas the false-recognition task was significantly related to the reversal shift but not to the nonreversal task. False recognition was also significantly related to the initial discrimi…
Group Structures and Memorial Encoding
A modification of the short-term memory task commonly used to study word encoding was developed for the simultaneous testing of groups of Ss. Three studies employing this group technique investigated the male and female encoding of college undergraduate Ss (Ns = 45, 30, 25, respectively) within the dimensions of taxonomic class, animal size, and animal ferocity. Results showed comparability with past studies conducted on individual Ss in terms of…
Psychology (11 works) · Cognitive psychology (10 works) · Computer Science (5 works) · Developmental psychology (4 works) · Creativity (3 works) · Creativity in Education and Neuroscience (3 works) · Mathematics (3 works) · Memory Processes and Influences (3 works) · Social Psychology (3 works) · Social Psychology (3 works)