Effects of two retention interval components on performance differences between study-test and anticipation methods in paired-associate learning
Author:
Publisher
Wiley
Subject
General Psychology,Arts and Humanities (miscellaneous),Developmental and Educational Psychology,General Medicine
Link
http://onlinelibrary.wiley.com/wol1/doi/10.1111/j.1467-9450.1978.tb00315.x/fullpdf
Reference17 articles.
1. Effects of two retention interval components on performance differences between study-test and anticipation methods in paired-associate learning
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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2. Distributed rehearsals and the primacy effect in single-trial free recall.;Journal of Experimental Psychology: Learning, Memory, and Cognition;1987
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
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