Kenneth A Blick
Biographic Data
| ID | 5854642 |
|---|---|
| NAME | Kenneth A Blick |
| GIVEN NAMES | Kenneth A |
| FAMILY NAME | Blick |
| SIGNATURE | BLICK K A |
| AFFILIATIONS | University of Richmond |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1965 |
| LATEST PUBLICATION YEAR | 1996 |
| H-INDEX | 1 |
Self-Referencing versus the Keyword Method in Learning Vocabulary Words
Immediate and delayed retention for self-referencing and the keyword method were compared. 54 students were randomly assigned to one of four groups, Immediate-Self-reference, Immediate-keyword, Delayed-Self-reference, and Delayed-Keyword. The self-referencing groups were asked to use each of 20 foreign words in a sentence with the word “I” or “me,” and the keyword groups were asked to make an interactive image between the foreign word and its key…
A Survey of Emotional Content of Dreams Recalled by College Students
Dream diaries, narrative descriptions of five dreams and the selection from an emotion checklist of the two strongest emotions in each dream, were turned in during a 5-wk. period by 13 male and 18 female undergraduates. No significant differences were found in the emotional content of dreams of male and female undergraduates. A chi squared analysis of the combined data showed that the emotions of interest, fear, surprise, enjoyment, and distress …
First-Letter Mnemonics and Serial Retention
The efficacy of mnemonic devices in the retention of serial lists has been amply demonstrated by Senter and Hauser (1968) for the hook or peg system, Bower and Clark (1969) for the narrative chaining method, and Delin (1969) for imagery instructions. The purpose of this study was to evaluate the effectiveness of the most popular serial mnemonic, the first-letter device. Twenty undergraduates were each assigned to a simple-repetition control or a …
Establishment of a Secondary Drive Based on Thirst
In order to establish a secondary drive based on thirst, 16 male albino rats were deprived of water for 23 hours per day for 14 days in square cages. At the end of each 23-hour period, the Ss were placed in triangular cages with free access to water for 1/2 hour followed by 1/2 hour in a circular cage with no water available. On day 15 the Ss were divided into two groups following satiation in the triangular cage. The control Ss were placed in th…
Retention of Word-Pairs for Experimenter-Supplied and Subject-Originated Mnemonics
The effectiveness of descriptive sentences and mediation mnemonics supplied by E and originated by S was compared with simple repetition. All mnemonic conditions excelled the control, and at the shorter retention intervals (2 days and 1 wk.), S-originated devices were significantly superior to E-supplied conditions at the 2-day and 1-wk. intervals. At the 8-wk. interval all mnemonic conditions, save the mediation E supplied, produced significantl…
Experimenter-Supplied and Subject-Originated Mnemonics in Retention of Word-Pairs
The effectiveness of E-supplied and S-originated first-letter and descriptive-sentence mnemonics were compared to a simple-repetition condition. Ss using E-supplied schemes suffered no significant losses in recall of 10 word-pairs over 6 wk., while Ss in the other 3 conditions showed significant retention losses at 2-day and 6-wk. intervals. The E-supplied schemes were significantly superior to S-originated schemes which in turn excelled the simp…
Evaluation of Experimenter-Supplied and Subject-Originated Descriptive-Story Mnemonics in a Free-Recall Task
The effectiveness of a mnemonic technique as an aid to free recall is greatly influenced by whether or not the mnemonic scheme is E-supplied or S-originated. Kibler and Blick (1972) found that an E-supplied first-letter mnemonic technique excelled S-originated ones as an effective aid to free recall. In contrast, Bobrow and Bower (1969) using a paired-associate task and a mnemonic similar to the descriptive story found the S-originated scheme to …
Mnemonic Techniques Used by College Students in Serial Learning
College students reported 8 categories of memory aids that they would employ in learning a serial task. Although no significant differences were found between males and females by category of memory aids reported, there was a significant difference among categories. First letters and simple repetition accounted for 48% of all memory aids, while the remaining 52% were divided almost evenly among imagery, descriptive story, mediation, other, phonet…
Evaluation of Experimenter-Supplied and Subject-Originated First-Letter Mnemonics in a Free-Recall Task
The purpose of this experiment was to determine whether supplying Ss with a mnemonic device produced a differential retention effect as opposed to letting Ss originate their own device when using a first-letter mnemonic technique in a free-recall situation. No difference in the recall of a list of 19 nouns existed at the immediate retention test, but Ss with an E-supplied scheme showed significantly better recall than those with S-originated sche…
A Survey of Mnemonic Techniques Used by College Students in Free-Recall Learning
In a survey of memory aids that college students would employ in free-recall learning, Ss reported the following devices ordered by frequency of occurrence: first-letter, simple-repetition, clustering, other, personal-experience, and descriptive-story. No significant differences were found between men and women by category of memory aids reported, and the first-letter technique was found to be the mnemonic reported most often
Prior Usage of the First-Letter Technique
Courses of Misrecall over Long-Term Retention Intervals as Related to Strength of Pre-Experimental Habits of Word Association
Following a proaction paradigm, 670 Ss were trained with two lists containing five of the secondary associates (R 2 ) to Russell-Jenkins stimulus words, and were tested 2 min., 20 mm., 2 days, or 28 days later for retention of the second list. During recall, half of the Ss were administered the five stimulus words corresponding to the five R 2 words of the second list (stimulated condition), and half did not receive the stimulus words (not-stimul…
Establishment of a Secondary Drive Based on Thirst
In order to establish a secondary drive based on thirst, 16 male albino rats were deprived of water for 23 hours per day for 14 days in square cages. At the end of each 23-hour period, the Ss were placed in triangular cages with free access to water for 1/2 hour followed by 1/2 hour in a circular cage with no water available. On day 15 the Ss were divided into two groups following satiation in the triangular cage. The control Ss were placed in th…
Courses of Misrecall over Long-Term Retention Intervals as Related to Strength of Pre-Experimental Habits of Word Association
Following a proaction paradigm, 670 Ss were trained with two lists containing five of the secondary associates (R 2 ) to Russell-Jenkins stimulus words, and were tested 2 min., 20 mm., 2 days, or 28 days later for retention of the second list. During recall, half of the Ss were administered the five stimulus words corresponding to the five R 2 words of the second list (stimulated condition), and half did not receive the stimulus words (not-stimul…
A Survey of Mnemonic Techniques Used by College Students in Free-Recall Learning
In a survey of memory aids that college students would employ in free-recall learning, Ss reported the following devices ordered by frequency of occurrence: first-letter, simple-repetition, clustering, other, personal-experience, and descriptive-story. No significant differences were found between men and women by category of memory aids reported, and the first-letter technique was found to be the mnemonic reported most often
Prior Usage of the First-Letter Technique
Evaluation of Experimenter-Supplied and Subject-Originated Descriptive-Story Mnemonics in a Free-Recall Task
The effectiveness of a mnemonic technique as an aid to free recall is greatly influenced by whether or not the mnemonic scheme is E-supplied or S-originated. Kibler and Blick (1972) found that an E-supplied first-letter mnemonic technique excelled S-originated ones as an effective aid to free recall. In contrast, Bobrow and Bower (1969) using a paired-associate task and a mnemonic similar to the descriptive story found the S-originated scheme to …
Mnemonic Techniques Used by College Students in Serial Learning
College students reported 8 categories of memory aids that they would employ in learning a serial task. Although no significant differences were found between males and females by category of memory aids reported, there was a significant difference among categories. First letters and simple repetition accounted for 48% of all memory aids, while the remaining 52% were divided almost evenly among imagery, descriptive story, mediation, other, phonet…
Evaluation of Experimenter-Supplied and Subject-Originated First-Letter Mnemonics in a Free-Recall Task
The purpose of this experiment was to determine whether supplying Ss with a mnemonic device produced a differential retention effect as opposed to letting Ss originate their own device when using a first-letter mnemonic technique in a free-recall situation. No difference in the recall of a list of 19 nouns existed at the immediate retention test, but Ss with an E-supplied scheme showed significantly better recall than those with S-originated sche…
Retention of Word-Pairs for Experimenter-Supplied and Subject-Originated Mnemonics
The effectiveness of descriptive sentences and mediation mnemonics supplied by E and originated by S was compared with simple repetition. All mnemonic conditions excelled the control, and at the shorter retention intervals (2 days and 1 wk.), S-originated devices were significantly superior to E-supplied conditions at the 2-day and 1-wk. intervals. At the 8-wk. interval all mnemonic conditions, save the mediation E supplied, produced significantl…
Experimenter-Supplied and Subject-Originated Mnemonics in Retention of Word-Pairs
The effectiveness of E-supplied and S-originated first-letter and descriptive-sentence mnemonics were compared to a simple-repetition condition. Ss using E-supplied schemes suffered no significant losses in recall of 10 word-pairs over 6 wk., while Ss in the other 3 conditions showed significant retention losses at 2-day and 6-wk. intervals. The E-supplied schemes were significantly superior to S-originated schemes which in turn excelled the simp…
Establishment of a Secondary Drive Based on Thirst
In order to establish a secondary drive based on thirst, 16 male albino rats were deprived of water for 23 hours per day for 14 days in square cages. At the end of each 23-hour period, the Ss were placed in triangular cages with free access to water for 1/2 hour followed by 1/2 hour in a circular cage with no water available. On day 15 the Ss were divided into two groups following satiation in the triangular cage. The control Ss were placed in th…
First-Letter Mnemonics and Serial Retention
The efficacy of mnemonic devices in the retention of serial lists has been amply demonstrated by Senter and Hauser (1968) for the hook or peg system, Bower and Clark (1969) for the narrative chaining method, and Delin (1969) for imagery instructions. The purpose of this study was to evaluate the effectiveness of the most popular serial mnemonic, the first-letter device. Twenty undergraduates were each assigned to a simple-repetition control or a …
A Survey of Emotional Content of Dreams Recalled by College Students
Dream diaries, narrative descriptions of five dreams and the selection from an emotion checklist of the two strongest emotions in each dream, were turned in during a 5-wk. period by 13 male and 18 female undergraduates. No significant differences were found in the emotional content of dreams of male and female undergraduates. A chi squared analysis of the combined data showed that the emotions of interest, fear, surprise, enjoyment, and distress …
Self-Referencing versus the Keyword Method in Learning Vocabulary Words
Immediate and delayed retention for self-referencing and the keyword method were compared. 54 students were randomly assigned to one of four groups, Immediate-Self-reference, Immediate-keyword, Delayed-Self-reference, and Delayed-Keyword. The self-referencing groups were asked to use each of 20 foreign words in a sentence with the word “I” or “me,” and the keyword groups were asked to make an interactive image between the foreign word and its key…
Psychology (12 works) · Cognitive psychology (10 works) · Recall (8 works) · Mnemonic (7 works) · Computer Science (5 works) · Innovative Teaching and Learning Methods (5 works) · Audiology (4 works) · Developmental psychology (4 works) · Linguistics (4 works) · Medicine (4 works)