Add to ORKGA 2x2x3x8 experimental design was used to investigate the effects of two levels of the concreteness dimension (i.e. concrete and abstract) of nouns; two levels of verbalization (i.e. verbalization and nonverbalization) and three kinds of input modality (i.e. auditory, visual and auditory-visual combined) over eight trials of a paired associates learning task. Two lists of fifteen noun pairs each were constructed: one list of concrete noun pairs and one of abstract noun pairs. An equal number of pairs from each list were presented in each of the three kinds of mode of presentation
A factorial experiment was carried out to test the hypothesis that Imageability and concreteness are...
It is unknown whether modality affects the efficiency with which we learn novel word forms and their...
This article reports findings on the use of a partly auditory and partly visual mode of presentation...
Experiment I Concreteness and imagery values for 247 nouns were estimated on the basis of college wo...
Four experiments (E1–E2–E3–E4) investigated whether different acquisition modalities lead to the eme...
The aim of this research was to establish whether and to what extent the stimulus context affected c...
Forty college students learned a 12-item list of paired-associates with random shapes as stimuli and...
The goal of this study was to test whether the accuracy of recall is influenced by the number of sen...
This study examined the influence of three presentation modes (live voice, tape recorded, and videot...
Performance in concrete and abstract tasks is examined systematically by varying the degree of abstr...
Smith (1981) found that concrete English sentences were better recognized than abstract sentences an...
Abstract words are typically more difficult to identify than concrete words in lexical decision, wor...
While embodied approaches of cognition have proved to be successful in explaining con-crete concepts...
Previous research into working memory has focused on activations in different brain areas accompanyi...
Multi-modal models that learn semantic rep-resentations from both linguistic and percep-tual input o...
A factorial experiment was carried out to test the hypothesis that Imageability and concreteness are...
It is unknown whether modality affects the efficiency with which we learn novel word forms and their...
This article reports findings on the use of a partly auditory and partly visual mode of presentation...
Experiment I Concreteness and imagery values for 247 nouns were estimated on the basis of college wo...
Four experiments (E1–E2–E3–E4) investigated whether different acquisition modalities lead to the eme...
The aim of this research was to establish whether and to what extent the stimulus context affected c...
Forty college students learned a 12-item list of paired-associates with random shapes as stimuli and...
The goal of this study was to test whether the accuracy of recall is influenced by the number of sen...
This study examined the influence of three presentation modes (live voice, tape recorded, and videot...
Performance in concrete and abstract tasks is examined systematically by varying the degree of abstr...
Smith (1981) found that concrete English sentences were better recognized than abstract sentences an...
Abstract words are typically more difficult to identify than concrete words in lexical decision, wor...
While embodied approaches of cognition have proved to be successful in explaining con-crete concepts...
Previous research into working memory has focused on activations in different brain areas accompanyi...
Multi-modal models that learn semantic rep-resentations from both linguistic and percep-tual input o...
A factorial experiment was carried out to test the hypothesis that Imageability and concreteness are...
It is unknown whether modality affects the efficiency with which we learn novel word forms and their...
This article reports findings on the use of a partly auditory and partly visual mode of presentation...