Toward a Comprehensive Theory of Variable Performance Differences and Differential Spaced Practice Effects Between Anticipation and Study-Test Methods-Reference-Cited by-同舟云学术

Toward a Comprehensive Theory of Variable Performance Differences and Differential Spaced Practice Effects Between Anticipation and Study-Test Methods

Published:1979-01 Issue:1 Volume:100 Page:63-83
ISSN:0022-1309
Container-title:The Journal of General Psychology
language:en
Short-container-title:The Journal of General Psychology

Author:

Izawa Chizuko

Publisher

Informa UK Limited

Subject

Arts and Humanities (miscellaneous),Experimental and Cognitive Psychology,Gender Studies

Link

http://www.tandfonline.com/doi/pdf/10.1080/00221309.1979.9710526

Reference27 articles.

1. Human Memory: A Proposed System and its Control Processes

2. Evidence that recall-anticipation differences increase with increasing time intervals.

3. COMPARISON OF ANTICIPATION AND RECALL METHODS IN PAIRED-ASSOCIATE LEARNING

4. Effects of method of presentation on paired-associate learning.

5. A comparison of the study-recall and anticipation methods in steady state paired-asociate learning

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1. Distributed practice in verbal recall tasks: A review and quantitative synthesis.;Psychological Bulletin;2006

2. A meta-analytic review of the distribution of practice effect: Now you see it, now you don't.;Journal of Applied Psychology;1999

3. The Identity Model and Factors Controlling the Superiority of the Study-Test Method Over the Anticipation Method;The Journal of General Psychology;1985-01

4. Quantitative Tests of the Retention Interval Model;The Journal of General Psychology;1981-10

5. Toward a quantitative theory for performance differences between anticipation and study-test procedures: The retention interval model;Scandinavian Journal of Psychology;1981-09