Rehearsal and Interitem Associations.

Autor/in	Medlin, Richard G.
Titel	Rehearsal and Interitem Associations.
Quelle	(1985), (12 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adults; Associative Learning; Cognitive Development; Cues; Learning Strategies; Memorization; Recall (Psychology); Word Recognition + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Stichwort; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Gedächtnistraining; Abberufung; Worterkennung
Abstract	The developmental memory research with children indicates that highly variable rehearsal leads to better overall recall and that the strength of interitem associations may play some role in improving recall. This paper reports on two experiments to investigate the interplay between the number and strength of interitem associations, and how each is affected by rehearsal. The first experiment, with 64 adult subjects divided into four groups, used related and unrelated words and high and low rehearsal variability. Results indicated that subjects recalled more words if they had either related items or high-variability rehearsal, but that having both offered no further advantage. In the second experiment, all the items were unrelated and the subjects had four study-test trials rather than one. Additionally there were three different types of high-variability, read-aloud rehearsals, each with three items in the rehearsal set. Analysis of variance indicated no significant effect of rehearsal type or recall. These experiments suggest that variable rehearsal's value for this type of memory task lies in its ability to establish large numbers of interitem associations which serve as multiple cues for recall. Continued rehearsal does not increase the strength of established associations. (BS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC