Comparison of Anticipation and Recall Methods in Paired-Associate Learning
Bibliographic Data
| ID | 13670478 |
|---|---|
| Authors | William F Battig (University of Virginia, corresponding author), H Ray Brackett (University of Virginia) |
| Year | 1961 |
| Volume | 9 |
| Issue | 1 |
| Pages | 59-65 |
| Publication date | 1961-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2466/pr0.1961.9.1.59 |
| OpenAlex | W2137701995 |
| Language | EN |
| Citations received | 17 |
| References cited | 13 |
Anticipation (artificial intelligence · Cognitive psychology · Developmental psychology · Recall · Artificial Intelligence · Behavioral and Psychological Studies · Computer Science · Innovative Teaching and Learning Methods · Psychology · Social Psychology · Visual and Cognitive Learning Processes
Response prompting and response confirmation
Timing of Feedback and Verbal Learning
A Field Test of Programed and Directed Tutoring
Auditory information processing and its method of presentation
Comparison of Associative Learning under Three Methods and Three Directional Forms of Presentation
Anticipation vs Recall in the Paired-Associate Learning of Intellectually Average and Retarded Subjects
Study-Test and Anticipation Methods in Paired-Associate Learning of Similar and Non-Similar Lists
Constant vs Varied Serial Order in Paired-Associate Learning
Effects on Retention of Externally or Self-Reinforced Rehearsal Trials following Acquisition
Mediated Facilitation
The Identity Model and Factors Controlling the Superiority of the Study-Test Method Over the Anticipation Method
Interaction of Task Difficulty on Recall and Anticipation Methods in Paired-Associate Learning
Toward a Comprehensive Theory of Variable Performance Differences and Differential Spaced Practice Effects Between Anticipation and Study-Test Methods
The Generality of the Retention Interval Model
A Test of the Associative Chaining Hypothesis by Serial-Recall and Serial-Anticipation Procedures
Effect of Simultaneous List Presentation on Paired-Associate Learning
Further Evidence that the Learning of Re-Paired Elements Favors an Incremental Rather than an All-or-None Model
| Unique citing works | 17 |
|---|---|
| Citations per year | 0,27 |
| Citation span | 1963 - 1988 (26) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 16 |