SELF-CORRECTED ELABORATION EFFECTS ON INCIDENTAL MEMORY

2004 ◽  
Vol 99 (5) ◽  
pp. 536 ◽  
Author(s):  
HIROSHI TOYOTA
Keyword(s):  
2014 ◽  
Author(s):  
Isabelle Dagry ◽  
Evie Vergauwe ◽  
Pierre Barrouillet

2001 ◽  
Vol 153 (2) ◽  
pp. 258-263 ◽  
Author(s):  
David M. Warburton ◽  
Abigail Skinner ◽  
Christopher D. Martin

2018 ◽  
Author(s):  
Dionysia Kontaxopoulou ◽  
Ion N. Beratis ◽  
Stella Fragkiadaki ◽  
Dimosthenis Pavlou ◽  
Nikos Andronas ◽  
...  

1985 ◽  
Vol 60 (1) ◽  
pp. 127-133 ◽  
Author(s):  
Hiroaki Ohnogi

The present study was designed to compare direct learning (learning by performing) with observational learning (learning by observing) in a version of central-incidental memory task. A 2 × 2 factorial design, containing methods of participation (performer, observer) and game-trials (1 and 5 games) was used. 80 kindergarteners (6 yr. old) were divided into four groups. In the performer and observer conditions, central recall scores were higher than incidental recall scores, five-game groups showed more central recall than one-game groups, five-game groups showed more incidental learning than one-game groups, and recognition scores were higher than recall scores. The results suggested that the observers' attention to stimuli may be inferred to be very similar to the performers', for the observers' score patterns of the two measures were similar to those of the performers.


2000 ◽  
Vol 15 (3) ◽  
pp. 483-489 ◽  
Author(s):  
Janet Bryan ◽  
Mary A. Luszcz

2003 ◽  
Vol 64 (1) ◽  
pp. 41-48 ◽  
Author(s):  
Jonathan M Reed ◽  
Lisa D Ellington ◽  
Robert B Graham ◽  
Larry W Means
Keyword(s):  

2020 ◽  
Vol 40 (9) ◽  
pp. 1790-1792
Author(s):  
John Thorp ◽  
David Clewett ◽  
Monika Riegel
Keyword(s):  

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