PRESENTATION TIME, TOTAL TIME, AND MEDIATION IN PAIRED-ASSOCIATE LEARNING
PRESENTATION TIME, TOTAL TIME, AND MEDIATION IN PAIRED-ASSOCIATE LEARNING
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DOI：
10.1037/h0045665
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发表时间：
1962-01-01
影响因子：
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通讯作者：
BUGELSKI, BR
中科院分区：
文献类型：
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作者：
BUGELSKI, BR
大学生学习了成对的无意义音节，其中反应音节的呈现时间因组而异（因此，总暴露时间也不同）。最快的学习发生在最长的演示时间。展示时间乘以试验没有产生显著差异，并得出结论，这是一个恒定的值。提问的学生发现，在学习无意义的音节对时使用了中介手段;这在这些音节对被翻译成1或2个有意义的单词时，或者在这些音节对产生某些特定意象时尤其明显。（PsycINFO数据库记录（c）2016阿帕，保留所有权利）
College Ss learned pairs of nonsense syllables where the presentation time for the response syllable varied from group to group (as did, therefore, the total exposure time). Fastest learning occurred with the longest presentation times. Presentation time multiplied by trials produced no significant differences, and it was concluded that this is a constant value. Questioning Ss revealed that mediational devices had been used in learning the nonsense syllable pairs; this had occurred particularly when the pairs were translated onto 1 or 2 meaningful words, or where the pairs produced some particular imagery.(PsycINFO Database Record (c) 2016 APA, all rights reserved)