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Page 1483 of Psychological Abstracts Vol. 41, Issue 11 [page]

1967 Psychological Abstracts  
—Ss learned a paired-associate list in which concrete, high imagery and abstract, low imagery nouns served as stimuli for nonsense syllable associates.  ...  A significant interaction indicated that abstract noun stimuli need longer study periods than concrete noun stimuli for discovery and utilization in learning.—Journal abstract. 14671.  ... 

Page 515 of Psychological Abstracts Vol. 64, Issue 3 [page]

1980 Psychological Abstracts  
Monden, 1977) under direct and vicarious reinforcements. (7 ref) —Journal abstract. 4765. Terwogt, Mark M.  ...  Thus, imagery simultaneously facilitated both recall and comprehen- sion. (19 ref) —Journal abstract. 4760. Pasahow, Robert J.  ... 

Reversal and extradimensional shifts in abstract and concrete schizophrenics

J. Dennis Nolan
1968 Journal of Abnormal Psychology  
. 72 abstract schizophrenics were similarly divided, i of the Ss in each condition received verbal reinforcement, and i received candy reinforcement.  ...  Results indicated that concrete Ss required significantly more trials to learn the shift concepts than abstract Ss.  ...  The experimental procedures yielded a 2X3X2 factorial design, with 2 S categories (abstract and concrete), 3 shift conditions (R, ED, and control), and 2 reinforcement conditions (verbal and candy).  ... 
doi:10.1037/h0020126 fatcat:beucazav3jcrflgiusodnuc2zu

Page 1093 of Psychological Abstracts Vol. 54, Issue 5 [page]

1975 Psychological Abstracts  
within abstract and within concrete noun pairs.  ...  —Journal abstract. 8845. Galbraith, Richard C. (Northwestern U) Enco- ding variability and the concreteness effect in paired- associate learning. Memory & Cognition, 1975(May), Vol 3(3), 282-286.  ... 

Page 1878 of Psychological Abstracts Vol. 77, Issue 8 [page]

1990 Psychological Abstracts  
(Rutgers U, Graduate School of Education, New Brunswick, NJ) Learning concrete proce- dures: Effects of processing oe and cooperative learn- ing.  ...  The experiments exam- ined the efficacy of peer cooperation in learning concrete proce- dures, the effects of learning about the necessary equipment prior to practicing the procedure, and the retention  ... 

Page 222 of Psychological Abstracts Vol. 41, Issue 3 [page]

1967 Psychological Abstracts  
—Journal abstract. 2417. Dukes, William F., & Bastian, Jarvis. (U. California, Davis) Recall of abstract and concrete words equated for meaningfulness.  ...  —A list of 10 abstract and 10 concrete nouns, equated for meaning- fulness (Noble’s m), was compiled, 4, of each type being high-frequency words, %, low-frequency words (‘AA’ and ‘l-to-24 in the Thorndike-Lorge  ... 

Page 498 of Psychological Abstracts Vol. 39, Issue 2 [page]

1965 Psychological Abstracts  
Data treated by analysis of variance accepted the hypothe- ses that (a) incorrect and concrete responses de- creased with age and abstract responses increased, and (b) incorrect and concrete responses  ...  Teachers) Role perception and reinforce- ment conditions in discrimination learning among culturally deprived and non-deprived children.  ... 

Page 798 of Psychological Abstracts Vol. 68, Issue 4 [page]

1982 Psychological Abstracts  
Across a variety of encoding conditions, topic noun cues were effective in aiding recall of concrete and abstract sentences.  ...  However, when no cues were present during recall, retention measured after simultaneous and single task learning did not differ: SARP was not replicated.  ... 

Page 199 of Quarterly Review of Psychiatry and Neurology Vol. 6, Issue 3 [page]

1951 Quarterly Review of Psychiatry and Neurology  
Ad- vantages obtained here are: (a) Take into account individual differences in factors of spatial relations, visual memory, and in general in concrete and abstract factors of intelligence, (b) they have  ...  the attributes of reifying highly abstract and theo- retical symbols, (c) they provide for greater participation of the organism, (d) yield better retention, and these graphic presentations help the learning  ... 

Page 264 of Psychological Abstracts Vol. 27, Issue 4 [page]

1953 Psychological Abstracts  
a concrete object.  ...  —The con- clusion reached by Weise and Bitterman that suc- cessive discrimination is learned more readily than simultaneous is challenged and data are offered to support the opposite view.  ... 

Page 362 of Psychological Abstracts Vol. 40, Issue 4 [page]

1966 Psychological Abstracts  
—Journal abstract. 3794. Spiker, Charles C., & Lubker, Bonnie J. (U. lowa) The relative difficulty for children of the succes- sive and simultaneous discrimination problems.  ...  No evidence for learning without awareness was found.—Journal abstract. 3796. Tikhomirov, O. K. (Moscow State U., USSR) Printsip izbiratel’nosti y myshlenii.  ... 

Page 904 of Psychological Abstracts Vol. 40, Issue 9 [page]

1966 Psychological Abstracts  
Illinois, Chicago Circle) Human maze learning as a function of stress and partial reinforcement.  ...  .—96 Ss learned a 23-row button maze under | of 3 stress conditions and partial or continuous reinforce- ment.  ... 

Page 1742 of Psychological Abstracts Vol. 42, Issue 11 [page]

1968 Psychological Abstracts  
Results indicate that concrete Ss required significantly more trials to learn the shift concepts than abstract Ss.  ...  Results are discussed in terms of 2-stage discrimination-learning models and Goldstein’s theory of schizophrenic concreteness. (20 ref.)—Journal abstract 17459.  ... 

Page 1599 of Psychological Abstracts Vol. 42, Issue 10 [page]

1968 Psychological Abstracts  
Washington) Rela- tionship of sequential and simultaneous preference as assessed by conjugate reinforcement. Behaviour Research & Therapy, 1968, 6(1), 77-81.  ...  —Conjugate reinforcement was used to compare sequential and simultaneous preferences of retarded and normal males in an attempt to determine the relationship of S preference when 2 stimuli were programed  ... 

Counting in rats: Its functional significance and the independent cognitive processes that constitute it

E. J. Capaldi, Daniel J. Miller
1988 Journal of Experimental Psychology Animal Behavior Processes  
instrumental learning and performance; and counting is the result of several independent coordinated cognitive processes.  ...  Number cues associated with reinforcing events are often valid in learning investigations but are invariably confounded with various, equally valid number and duration cues (related to trials, responses  ...  In any counting situation, concrete and abstract characteristics of events must be used simultaneously. If they were not, it would not be known what specific events had been counted.  ... 
doi:10.1037/0097-7403.14.1.3 fatcat:7putfmptxnh25jbnydtwqrs4mu
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