Keiko Kuhara
Biographic Data
| ID | 7125814 |
|---|---|
| NAME | Keiko Kuhara |
| GIVEN NAMES | Keiko |
| FAMILY NAME | Kuhara |
| SIGNATURE | KUHARA K |
| AFFILIATIONS | Kunitachi College of Music |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1972 |
| LATEST PUBLICATION YEAR | 1980 |
| H-INDEX | 0 |
Effects of Anticipation Activity on the Recall of Texts
In Experiment I, 108 undergraduates were given three prose texts to learn, each followed by an immediate cued recall test, and finally a delayed test on the first text. Half of the subjects, preceding presentation of the second and third texts, were required to anticipate other details from some given details of the text. This anticipation enhanced recall in the immediate tests following the last two texts and in the first text delayed-recall tes…
Relatedness and Retention of Prose
240 undergraduates were given 3 texts to learn, each with an immediate retention test, and finally a delayed test of the first text. These 3 texts consisted of the same set of general attributes with changed and unchanged specific details. One half of the Ss learned related prose texts (R) where changed details could be predicted from the others and the other half learned unrelated ones (U) where details were independent from each other. Both cue…
Recognition Memory for Logically Transformed Sentences
College students were aurally presented a set of 48 mutually unrelated sentences. After 60 sec, they received 1 of 6 recognition lists, each consisting of 48 sentences of which every one out of 6 was kept identical or transformed in 5 different ways; and they were required to judge whether each sentence was the same, formally as well as semantically, as any sentence that had been aurally given. The average proportions of “the same” responses were…
Classification of Sentences
In Exp. I, undergraduate students were asked to divide 8 short sentences into two groups of four in as many ways as they could. On the first trial, classification by meaning was the most frequent, but more Ss eventually classified sentences by pattern or subject than by meaning or adjective. These findings were successfully replicated by using different sets of sentences. In Exp. II, S was given a task of classification of sentences with feedback…
Production and Use of Mnemonic Phrases in Paired-Associate Learning with Digits as Response-Terms
Undergraduate students learned paired-associates, with names of shops as stimulus-terms and sets of 4 digits (“telephone numbers”) as response-terms. In Exp. I, Ss, by assigning one of several alternative pronunciations, or “readings,” to each digit, as permitted in modern Japanese, were quickly able to produce mnemonic words or phrases for about half the 20 pairs, and these devices greatly facilitated Ss' recall and recognition of the numbers. I…
Training on Class Inclusion Problems
13 5-6-year-olds were trained on class inclusion problems as representative of tasks concerning the grasp of logical relations. Training program consisted mainly of presenting two classes having inclusive, mutually implicational or partly overlapping relation, asking their numerical comparison, asking whether or not AΛB and AΛB are empty, giving feedback and explanation, and, where indicated by S' response pattern, auxiliary training in double cl…
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Training on Class Inclusion Problems
13 5-6-year-olds were trained on class inclusion problems as representative of tasks concerning the grasp of logical relations. Training program consisted mainly of presenting two classes having inclusive, mutually implicational or partly overlapping relation, asking their numerical comparison, asking whether or not AΛB and AΛB are empty, giving feedback and explanation, and, where indicated by S' response pattern, auxiliary training in double cl…
Classification of Sentences
In Exp. I, undergraduate students were asked to divide 8 short sentences into two groups of four in as many ways as they could. On the first trial, classification by meaning was the most frequent, but more Ss eventually classified sentences by pattern or subject than by meaning or adjective. These findings were successfully replicated by using different sets of sentences. In Exp. II, S was given a task of classification of sentences with feedback…
Production and Use of Mnemonic Phrases in Paired-Associate Learning with Digits as Response-Terms
Undergraduate students learned paired-associates, with names of shops as stimulus-terms and sets of 4 digits (“telephone numbers”) as response-terms. In Exp. I, Ss, by assigning one of several alternative pronunciations, or “readings,” to each digit, as permitted in modern Japanese, were quickly able to produce mnemonic words or phrases for about half the 20 pairs, and these devices greatly facilitated Ss' recall and recognition of the numbers. I…
Recognition Memory for Logically Transformed Sentences
College students were aurally presented a set of 48 mutually unrelated sentences. After 60 sec, they received 1 of 6 recognition lists, each consisting of 48 sentences of which every one out of 6 was kept identical or transformed in 5 different ways; and they were required to judge whether each sentence was the same, formally as well as semantically, as any sentence that had been aurally given. The average proportions of “the same” responses were…
Relatedness and Retention of Prose
240 undergraduates were given 3 texts to learn, each with an immediate retention test, and finally a delayed test of the first text. These 3 texts consisted of the same set of general attributes with changed and unchanged specific details. One half of the Ss learned related prose texts (R) where changed details could be predicted from the others and the other half learned unrelated ones (U) where details were independent from each other. Both cue…
Effects of Anticipation Activity on the Recall of Texts
In Experiment I, 108 undergraduates were given three prose texts to learn, each followed by an immediate cued recall test, and finally a delayed test on the first text. Half of the subjects, preceding presentation of the second and third texts, were required to anticipate other details from some given details of the text. This anticipation enhanced recall in the immediate tests following the last two texts and in the first text delayed-recall tes…
Computer Science (6 works) · Psychology (6 works) · Cognitive psychology (4 works) · Natural language processing (3 works) · Recall (3 works) · Artificial Intelligence (2 works) · Artificial Intelligence (2 works) · Cued recall (2 works) · Free recall (2 works) · Innovative Teaching and Learning Methods (2 works)