William W May
Biographic Data
| ID | 5377822 |
|---|---|
| NAME | William W May |
| GIVEN NAMES | William W |
| FAMILY NAME | May |
| SIGNATURE | MAY W W |
| AFFILIATIONS | Appalachian State University |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1972 |
| LATEST PUBLICATION YEAR | 1979 |
| H-INDEX | 1 |
Learning from Prose in Grade School Children
The purpose of the present investigation was to examine specific transfer of learning effects as a function of context clue similarity from study to test lists. Two treatments were used. In treatment I, the clues on the study and test lists were identical. On treatment II, the clues on the study list were similar to those on the test list. Sixty boys and girls (20 each from the second, fourth, and sixth grades) were randomly assigned to the treat…
A psychologist has many hats
A psychologist has many hats
An Examination of the Rule-Use Construct of the Frequency Theory of Verbal Discrimination Learning
Sixty-six female and 18 male college students were employed in a study of the relative effect of instructional set and item familiarity on performance in a 20-word pair, verbal discrimination task. Results indicated performance was facilitated with a 2:1 frequency ratio of correct to incorrect items (p < .001), but the instructions and interaction effects were nonsignificant. The results were discussed in terms of overt and covert rehearsal of wo…
Effects of Superordinate Mediation Instruction and Task Size on Conceptual Performance
The relative effects of superordinate mediation instructions and task size on Ss conceptual performance on a Heidbreder-type task were examined. Three conceptual dimensions (object, form, number) were used, with task size being varied as to the number of concepts employed within each dimension (one, two, or three). One half of the Ss received superordinate (dimension-relevant) instructions, while the remaining Ss received control instructions onl…
Effects of State-Trait Anxiety and Task Difficulty on Paired-Associate Learning
The prediction from state-trait theory and drive theory that high A-State subjects will perform better than low A-State subjects on an easy task and more poorly on a more difficult task was tested using paired-associate learning tasks. This prediction was not supported, as low A-State subjects made fewer errors than high A-State subjects on both the easy and difficult tasks. High A-Trait groups responded with higher A-State in both pre- and post-…
Reexamination of the Contiguity Hypothesis in a Multiple-Concept-Attainment Task
Underwood's (1952) hypothesis that conceptual behavior is facilitated as instance contiguity of like concepts is increased was examined with concepts which varied in difficulty. The results did not support this hypothesis, wherein a moderate mixture of instances tended to facilitate performance more than a condition of completely unmixed contiguity
Stimulus Sequence Effects in a Multiple Concept Task
The relative influence of three degrees of instance contiguity (mixed, mixed-by-dimension, and nonmixed) and two orders of presentation (simple-to-complex, and complex-to-simple) on subject's proficiency at identifying nine concepts was examined. The concepts could be classified along one of three relevant dimensions (object, form, and number) and varied in difficulty so that object concepts were easier than forms, and forms were easier than numb…
The Relative Influence of Selected Task and Treatment Variables on Human Conceptual Behavior
(1972). The Relative Influence of Selected Task and Treatment Variables on Human Conceptual Behavior. The Journal of General Psychology: Vol. 86, No. 1, pp. 69-84
On Baumrind's four commandments
Stimulus Sequence Effects in a Multiple Concept Task
The relative influence of three degrees of instance contiguity (mixed, mixed-by-dimension, and nonmixed) and two orders of presentation (simple-to-complex, and complex-to-simple) on subject's proficiency at identifying nine concepts was examined. The concepts could be classified along one of three relevant dimensions (object, form, and number) and varied in difficulty so that object concepts were easier than forms, and forms were easier than numb…
The Relative Influence of Selected Task and Treatment Variables on Human Conceptual Behavior
(1972). The Relative Influence of Selected Task and Treatment Variables on Human Conceptual Behavior. The Journal of General Psychology: Vol. 86, No. 1, pp. 69-84
On Baumrind's four commandments
Reexamination of the Contiguity Hypothesis in a Multiple-Concept-Attainment Task
Underwood's (1952) hypothesis that conceptual behavior is facilitated as instance contiguity of like concepts is increased was examined with concepts which varied in difficulty. The results did not support this hypothesis, wherein a moderate mixture of instances tended to facilitate performance more than a condition of completely unmixed contiguity
Stimulus Sequence Effects in a Multiple Concept Task
The relative influence of three degrees of instance contiguity (mixed, mixed-by-dimension, and nonmixed) and two orders of presentation (simple-to-complex, and complex-to-simple) on subject's proficiency at identifying nine concepts was examined. The concepts could be classified along one of three relevant dimensions (object, form, and number) and varied in difficulty so that object concepts were easier than forms, and forms were easier than numb…
Effects of State-Trait Anxiety and Task Difficulty on Paired-Associate Learning
The prediction from state-trait theory and drive theory that high A-State subjects will perform better than low A-State subjects on an easy task and more poorly on a more difficult task was tested using paired-associate learning tasks. This prediction was not supported, as low A-State subjects made fewer errors than high A-State subjects on both the easy and difficult tasks. High A-Trait groups responded with higher A-State in both pre- and post-…
A psychologist has many hats
A psychologist has many hats
An Examination of the Rule-Use Construct of the Frequency Theory of Verbal Discrimination Learning
Sixty-six female and 18 male college students were employed in a study of the relative effect of instructional set and item familiarity on performance in a 20-word pair, verbal discrimination task. Results indicated performance was facilitated with a 2:1 frequency ratio of correct to incorrect items (p < .001), but the instructions and interaction effects were nonsignificant. The results were discussed in terms of overt and covert rehearsal of wo…
Effects of Superordinate Mediation Instruction and Task Size on Conceptual Performance
The relative effects of superordinate mediation instructions and task size on Ss conceptual performance on a Heidbreder-type task were examined. Three conceptual dimensions (object, form, number) were used, with task size being varied as to the number of concepts employed within each dimension (one, two, or three). One half of the Ss received superordinate (dimension-relevant) instructions, while the remaining Ss received control instructions onl…
Learning from Prose in Grade School Children
The purpose of the present investigation was to examine specific transfer of learning effects as a function of context clue similarity from study to test lists. Two treatments were used. In treatment I, the clues on the study and test lists were identical. On treatment II, the clues on the study list were similar to those on the test list. Sixty boys and girls (20 each from the second, fourth, and sixth grades) were randomly assigned to the treat…
Psychology (10 works) · Cognitive psychology (6 works) · Computer Science (6 works) · Task (project management (6 works) · Social Psychology (4 works) · Social Psychology (4 works) · Behavioral and Psychological Studies (3 works) · Mathematics (3 works) · Academic and Historical Perspectives in Psychology (2 works) · Art history (2 works)