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4 edition of Verbal learning and retention found in the catalog.

Verbal learning and retention

John Fry Hall

Verbal learning and retention

by John Fry Hall

  • 67 Want to read
  • 29 Currently reading

Published by Lippincott in Philadelphia .
Written in English


Edition Notes

SeriesThe Lippincott College Psychology Series
ID Numbers
Open LibraryOL20222177M

The California Verbal Learning Test (CVLT) is one of the most widely used neuropsychological tests in North America. As an instrument, it represents a relatively new approach to clinical psychology and the cognitive science of memory. It measures of episodic verbal learning and memory, and demonstrates sensitivity to a range of clinical conditions. The test does this by attempting to link. This research on factors influencing verbal learning and retention has used new techniques, attacked new problems, and tested new theories while trying to keep the experiments systematic. Studies conducted involved (1) the effect of varying the length of the intertrial interval on the learning and retention of different types of learning tasks; (2) differences in recall between massed.

  Sleep affects memory. Scientists recommend a full night’s sleep within the first 30 hours of learning something new. Corporations spend over 70 billion dollars on training (yep, that includes all of those one-and-done, fancy seminars). Thanks for the memories: How you can smash the forgetting curve and improve learning retention at work. Psychology of meaningful verbal learning. New York, Grune & Stratton [] (OCoLC) Online version: Ausubel, David Paul. Psychology of meaningful verbal learning. New York, Grune & Stratton [] (OCoLC) Document Type: Book: All Authors / .

For decades, psychologists have known that on both verbal learning and motor tasks, practice trials that are distributed across time or interleaved with other tasks, rather than massed together, yield better long-term retention. However, especially in motor learning, few studies have examined how accurate people are at judging their own learning. Verbal Memory Strategies: 1. There are three primary strategies to use as a general guideline for verbal learning. These are: a. Simplify - break complex activities into simple step by step tasks i. Keep these steps written down on note book or other planner system ii. Check them off as you complete them to stay on task and make sure the task is.


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Verbal learning and retention by John Fry Hall Download PDF EPUB FB2

Verbal learning and retention (Lippincott college psychology series) Unknown Binding – January 1, by John F Hall (Author) See all formats and editions Hide other formats and editions. Price New from Used from Hardcover "Please retry" $ $ $ HardcoverAuthor: John F Hall.

Genre/Form: Einführung: Additional Physical Format: Online version: Hall, John F. Verbal learning and retention. Philadelphia, Lippincott [] (OCoLC) Verbal Learning. GENERAL ISSUES. Verbal Learning is typically associated with the memorization and retention of lists of words, in order to describe basic elements of associative learning.

Verbal learning tends to involve more than just the memorization of words. Many stimuli such as pictures, odors, locations, etc. can be studied.

Journals & Books; Help Download full were performed to determine the relationship between certain variables influencing proactive inhibition in long-term retention of lists of verbal items and the influence of these variables on short-term retention of single items.

In Exp. 2 a higher degree of initial learning of the items was achieved Cited by: This type of memory is assessed using tasks such as the Rey Auditory Verbal Learning Test (Schmidt, ) and the Californian Verbal Learning Test (CVLT) (Delis et al., ).

Both are list-learning tests that evaluate verbal inhibition, retention, encoding, and retrieval abilities. This book is a full-scale revision of my monograph, The Psychology of Meaningful Verbal Learning, in the sense that it addresses the major aforementioned and hitherto unmet goals by providing for an expansion, clarification, differentiation, and sharper focusing of the principal psychological variables and processes involved in meaningful.

Therefore, the learning process depend on teachers significantly. Teachers have to enable learners to instruct new knowledge based on their existing knowledge (Kumagai, ). References. Ausubel, D. The use of advance organizers in the learning and retention of meaningful verbal material.

Journal of Educational Psychology, 51, Verbal learning is the process of acquiring, retaining and recalling of verbal material. At its most elementary level, it can be defined as a process of building associations between a stimulus and a response, with both of them being verbal. It is found that there is greater retention of material for students of high academic ability with.

Well, motor learning, particularly early learning, involves attempts by learners to acquire an idea of the movement (Gentile, ) or understand the basic pattern of coordination (Newell, ). To achieve these goals, learners must use cognitive (Fitts & Posner, ) and verbal processes (Adams, ) to.

David Ausubel’s theory of meaningful verbal learning emphasizes the importance of structure and connecting new information to known. Whereas Jerome Bruner recommended discovery learning, Ausubel identified reception learning using expository teaching. This book is a collection of classic papers about verbal memory from the s.

Topics covered include: acquisition, organization, transfer, inhibition and retention, interference, and measurement of retention. The papers are organized into sections according to these topics and presented in roughly chronological order as a kind of dialogue.

David Paul Ausubel (Octo – July 9, ) was an American psychologist. His most significant contribution to the fields of educational psychology, cognitive science, and science education learning was on the development and research on "advance organizers" (see below) since   Reading vs.

Listening – Which is More Effective for Learning and Remembering. Ben Walker | Recently there has been an important debate about the differences between reading and listening, and which leads to higher comprehension, retention and efficiency.

This has been the subject of numerous studies and reviews, all of which. learning and retrieval of memories. Hypnotized subjects learned a word-list while feeling happy or sad, and recalled it in the same or the opposite mood, either immediately (Exp.

1) or after one day (Exp. Retention proved to be surprisingly independent of the congruence of learning. Non-verbal cues like pointing, gestures, or a vocal emphasis on certain words, etc. can indicate important points. Final remarks often provide a summary of the important points of the lecture.

Different formats for notes. There is no right format to use when taking notes. Rather, there are many different structures and styles that can be used.

Following screening, neuropsychologic and subjective memory assessments were performed at baseline and at 12 weeks. OUTCOME MEASURES: Audioverbal and visual memory performance were measured by the Rey Auditory Verbal Learning Test (AVLT), the Rey-Osterrieth Complex Figure Test (CFT), and the Reitan Trail Making Test (TMT).

Signal Learning, the individual learns to make a general response to a signal (involuntary). Stimulus Response learning, the individual learns to make a precise response to a stimulus (voluntary).

Chaining, the individual connects two or more stimulus. Verbal Association, the individual learns the chains that are verbal. The Learning Pyramid. There are various methods a learner can engage in which will allow them to learn information at various percentages of retention.

The Learning Pyramid, researched and created by the National training Laboratories in Betel, Maine, illustrates the percentage of learner recall that is associated with various approaches. texts All Books All Texts latest This Just In Smithsonian Libraries FEDLINK (US) Genealogy Lincoln Collection.

This research on factors influencing verbal learning and retention has used new techniques, attacked new problems, and tested new theories while trying to keep the experiments systematic. Studies conducted involved (1) the effect. Verbal-linguistic learning style, or intelligence, is one of eight types of learning styles defined in Howard Gardner's theory of multiple intelligences.

Gardner's theory, developed during the s, helps teachers, trainers, and employers to adjust their teaching styles to fit the needs of different learners.

Another influential perspective and perhaps the most important contribution to this field was The Psychology of Human Learning: An Introduction () by John McGeoch (), a book which summarized many of the trends in verbal learning.

In the s, the verbal learning studies focused on verbal behavior - the characteristics of language.Impairments in cognitive functioning are commonplace in neurodevelopmental disorders (Bishop, ), including disrupted memory functioning in autism (Ben Shalom, ; Frith & Hill, ).Kanner () was the first to clinically describe fascinating memory profiles in individual children with autism, puzzling over why phenomenal ability in a specific type of memory was often combined with.Reviews evidence from the verbal and motor domains showing that short-term performance is an imperfect indicator of long-term retention and transfer, and in doing so, reveals common learning principles that underlie both verbal and motor learning.

Schmidt, Richard A., and Timothy D. Lee. Motor control and learning: A behavioral.