By H. O'Neil
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Additional resources for Learning Strategies
The mechanisms of mediation in verbal behavior are still being investigated today in the context of the experimental study of imagery in associative learning and memory (Bower, 1970). Certain principles of memory are also suggested or implied by the techniques of the classical practitioners. The importance of organization was stressed by Simonides when he emphasized orderly arrangement. The images of places used for recall must form a series and they must be remembered in a specific order. Although interference was not a primary concept in the memory systems of the ancients, we can note some points that relate to this contemporary construct.
Elaboration training was found to be differentially effective for the two SES groups: High-SES students in the training condition performed significantly better than students in the practice or control conditions on the aural list, whereas low-SES students in the training conditions performed significantly better than students in the practice or control conditions on the mixed list. The authors suggested that future elaboration training research should utilize a variety of posttest tasks in an attempt to control for the possibility that training may have different effects for different subgroups.
Journal of Experimental Psychology, 1971, 90(2), 347-348. Cermak, L. S. Rehearsal strategy as a function of recall expectation. Quarterly Journal of Experimental Psychology, 1972,24,378-385. Danner, F. , & Taylor, A. M. Integrated pictures and relational imagery training in children's learning. Journal of Experimental Child Psychology, 1973, 16, 47-54. Dansereau, D. F. Self-Report Mental Imagery Test. Unpublished manuscript, Institute for the Study of Cognitive Systems, Psychology Department, Texas Christian University, 1969.
Learning Strategies by H. O'Neil