Mrs. Pike's class is learning to spell twenty new words. They learn 5 words per day for four days (Monday through Thursday). On Friday the students are given a spelling test on all 20 words. When Mrs. Pike is grading the tests, she notices that most students remembered the words that we taught on Thursday, but not on Monday through Wednesday. Which verbal learning principle can explain Mrs. Pike's spelling test results?
a. Primacy effect
b. Recency effect
c. Overlearning
d. Proactive inhibition
Question 2
Harry and Sam are both taking French; Harry is also taking German, but Sam is not. Harry and Sam learn these French vocabulary words in their French class:
head la tte
eye l'il
mouth la bouche
The following day, Harry learns these German vocabulary words in his German class:
head der Kopf
eye das Auge
mouth der Mund
A week later the two boys are given a French vocabulary quiz in which they are asked to give the French words for head, eye, and mouth. Other things being equal, findings from verbal learning research would lead us to predict that:
a. Due to retroactive inhibition, Harry will get a lower grade on the quiz than Sam.
b. Due to proactive inhibition, Harry will get a higher grade on the quiz than Sam.
c. Due to retroactive facilitation, Harry will get a lower grade on the quiz than Sam.
d. Due to proactive facilitation, Harry will get a higher grade on the quiz than Sam.
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Subtle Differences in Written Words
Context-Dependent Learning
Describe the Conceptual Forecasting Framework in your own words.
Describe the Conceptual Forecasting Framework in your own words.
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