Order Learning and Item Presentation Method
Bibliographic Data
| ID | 10123020 |
|---|---|
| Authors | Chizuko Izawa (Tulane University, corresponding author) |
| Year | 1981 |
| Volume | 105 |
| Issue | 1 |
| Pages | 45-83 |
| Publication date | 1981-07-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of General Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0022-1309 • E-ISSN: 1940-0888 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00221309.1981.9921058 |
| OpenAlex | W1991617428 |
| Language | EN |
| Citations received | 1 |
| References cited | 93 |
Experiment 1 (N = 60) and Experiment 2 (N = 60) examined the learning of item and order information in serial learning (SL) with constant total time, under the study-test, anticipation, and modified anticipation methods with study (S) and test (T) events of an anticipation exposure operationally separated. Both acquisition and serial position effects based only on item learning differed little among the methods. However, both effects based on the combined learning of both item and order (ordered recall) were significantly superior with the two types of the anticipation method vis-à-vis the study-test method. The primacy effects occurred for all methods, but the recency effects were limited to the anticipation methods, with no tangible trace thereof for the study-test method. The latter serial position curve may pose difficulties for most extant theories, but this may be accounted for by interferences from intervening Ts, stronger than those of Ss in the retention interval. Order learning may be greater with the anticipation method than with the study-test method because of facilitating factors, uniquely present for the former, including (a) the external cue during the test phase, (b) responsegenerated effects during both study and test phases, and (c) immediate feedback. Spaced practice effects in SL were large under the study-test method, but small under the anticipation method
Anticipation (artificial intelligence · Cognitive psychology · Extant taxon · Free recall · Recall · Serial learning · Serial position effect · Test (biology · Artificial Intelligence · Child and Animal Learning Development · Computer Science · Memory Processes and Influences · Psychology · Visual and Cognitive Learning Processes
Subjective organization in free recall of "unrelated" words.
The serial position effect of free recall.
Recognition and retrieval processes in free recall.
A Test of the Retention Interval Hypothesis With a Constant Item Presentation Order
Theoretical and Empirical Performance Differences Between Anticipation and Study-Test Methods
Verbal discrimination learning
Measurements of Association Value (A), Rated Associations (A'), and Scaled Meaningfulness (»»') for the 2100 CVC Combinations of the English Alphabet
Effect of Recall Condition, Presentation Rate and Retention Interval on Short-Term Memory
Measurements of Association Value ( a ), Rated Associations ( a′ ), and Scaled Meaningfulness ( m′ ) for the 2100 CVC Combinations of the English Alphabet
A Test of the Associative Chaining Hypothesis by Serial-Recall and Serial-Anticipation Procedures
Toward a Comprehensive Theory of Variable Performance Differences and Differential Spaced Practice Effects Between Anticipation and Study-Test Methods
Congruency, Scoring Method, and Encoding Specificity in Cued Recall
Empirical Examinations of the Retention Interval Hypothesis
Proactive versus Retroactive Interference in Recognition Memory
Verbal Discrimination Learning
Verbal paired-associate learning in children and adults with anticipation, recognition, and recall methods
| Unique citing works | 1 |
|---|---|
| Citations per year | 0.05 |
| Citation span | 2005 - 2005 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |