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Summer activities and the retention of school learningHeller, Patricia January 1976 (has links)
No description available.
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An exploration of the construct validity of Durrell Visual memory of words, intermediateBooth, Janice Ann January 1978 (has links)
The purpose of the study was to explore the construct validity of the Durrell subtest Visual Memory of Words: Intermediate. The study was designed to investigate whether the Durrell Visual Memory of Words: Intermediate measures visual memory, as it is purported or includes a measure of an auditory-visual integration process in short-term memory.
The study was conducted in four stages: Stage One described
the paradigm for the study and identified tests to represent the constructs, of auditory memory, visual memory and auditory-visual integration. Stage Two of the study required administering two tests of auditory discrimination and three tests of auditory-visual integration, individually to 60 grade four students. The sample was stratified by age, gender and reading level. The results of Stage Two led to the development
of a new paradigm for the study and the retention of two measures of auditory-visual integration for use in further exploratory studies. In Stage Three of the study two tests each of auditory memory, visual memory and auditory-visual integration were administered to 22 grade four students, controlling
for test order effect. The same six tests were given to 120 grade five students during Stage Four of the study. The data were subjected to test, item and multiple regression analysis. Results of the test and item analysis indicated the California Phonics-Visua1 and the: G-F-W Auditory Memory were too easy for the grade five age students. Multiple regression analysis of the data revealed 55 percent of the variance of the Durrell Visual Memory of Words; Intermediate was accounted for by general reading ability plus tests of auditory memory, visual memory and auditory-visual integration. It was concluded that there was sufficient evidence from the exploratory study to raise the question of whether the Durrell Visual Memory of Words: Intermediate, does in fact contain a measure of auditory-visual integration. Some implications and suggestions for further research were stated. / Education, Faculty of / Graduate
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The effect of physical detail on picture recognition memoryChen, Hsuan-Chih 01 January 1979 (has links)
No description available.
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Summer activities and the retention of school learningHeller, Patricia January 1976 (has links)
No description available.
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Judgement of recency for pictures and wordsLassen, Gary Lynn, 1947- January 1973 (has links)
No description available.
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Age differences in the use of imagery in integrating new and old information in memoryFullerton, Audrey Hallberg 08 1900 (has links)
No description available.
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A developmental approach to recognition and relocation memoryKillian, Edward W. 01 January 1980 (has links)
No description available.
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DEVELOPING SPATIAL MEMORY FOR FIGURESKlein, Albertha Genevieve Bates, 1914- January 1973 (has links)
No description available.
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Orientation, size, and relative size information in semantic and episodic memoryUttl, Bob 05 1900 (has links)
The time required to identify a common object depends on several factors,
especially pre-existing knowledge and episodic representations newly established as a
result of a prior study. My research examined how these factors contribute to
identification of objects (both studied and non-studied) and to performance on explicit
memory tests. The overall goal was to explore the link between memory and object
perception.
One series of experiments examined influences due to object orientation in the
plane of the page. Subjects were shown color photos of objects, and memory was assessed either with an old/new recognition test or with a test that required them to
identify objects that were slowly faded in on a computer monitor. The critical variables
were the type of photo — each showing either an object with a predominant or cardinal
orientation (e.g., helicopter) or a non-cardinal object (e.g., pencil), and the orientation at
which the photos were displayed at study and at test (e.g., rotated 0°, 120°, or 240°). For
non-studied targets, identification test performance showed a large effect due to display
orientation, but only for cardinal objects. For studied targets, study-to-test changes in
orientation influenced priming for both non-cardinal and cardinal objects, but orientation
specific priming effects (larger priming when study and test orientations matched rather
than mismatched) were much larger with cardinal than non-cardinal objects, especially,
when their display orientation, at test was unusual (i.e., 120°, 240°).
A second series of experiments examined influences due to object size (size of an
object presented alone) and relative size (size of an object relative to another object).
Size manipulations had a large effect on identification of non-studied objects but study-to-
test changes in size had only a minimal effect on priming. In contrast, study1to-test
changes in relative size influenced recognition decision speed which is an index of
priming.
The combined findings suggest that both semantic and episodic representations
behave as if they coded orientation but only for cardinal objects. They also suggest that
episodic representations code relative size but not size information. The findings are
explained by the instance views of memory.
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Age-related differences in the use of presuppositional and phonological redundancy rules in semantic memoryFullerton, Audrey Hallberg 05 1900 (has links)
No description available.
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