The effect of mode of presentation, stimulus concreteness, and verbalization on a paired-associates learning task

dc.contributor.author	Allen, Diane
dc.date.accessioned	2013-02-03T18:33:32Z
dc.date.available	2013-02-03T18:33:32Z
dc.date.created	1972
dc.date.issued	1972
dc.identifier.uri	http://knowledgecommons.lakeheadu.ca/handle/2453/426
dc.description.abstract	A 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.	en_US
dc.language.iso	en_US	en_US
dc.subject	Learning, Psychology of	en_US
dc.subject	Recall (Memory)	en_US
dc.title	The effect of mode of presentation, stimulus concreteness, and verbalization on a paired-associates learning task	en_US
dc.type	Thesis	en_US
etd.degree.name	Master of Arts
etd.degree.level	Master	en_US
etd.degree.discipline	Psychology	en_US
etd.degree.grantor	Lakehead University	en_US