Most of the studies on the key word method of second/foreign language vocabulary learning have been based on the evidence from laboratory experiments and have primarily involved the use of English key words to learn the vocabularies of other languages. Furthermore, comparatively quite limited number of such studies is done in authentic classroom contexts. The present study inquired into the eff...

We investigated the possibility that item-to-item associations form between items concurrently included in a capacity-limited region of working memory, but not outside of that region. Many studies indicate a central capacity limit of three to five items (e.g., Cowan Neuropsychologia 49:1401-1406, 2001). Participants received lists of three, six, or nine words along with an orienting task, selec...

The nine-word California Verbal Learning Test (CVLT-9; Libon et al., 1996; Spreen & Strauss, 1998) is a verbal list learning task used to assess declarative memory impairment among dementia patients. The present study sought to investigate the neuro-cognitive mechanisms that underlie the production of intrusions and perseverations on the list A, free recall learning trials, and the false positi...

Regional cerebral blood flow was examined during multiple-trial learning in healthy volunteers. On the basis that incremental learning from trial to trial is severely impaired in neuropsychological studies of patients with medial temporal lesions, we predicted that medial temporal activation might be particularly associated with incremental gains in learning. On the other hand, we predicted tha...

Students learning facts such as foreign language vocabulary often rely on a self-testing procedure in which they cue themselves with the English word and try to recall the foreign language target, instead of simply memorizing cue-target pairs. The value of this strategy has been empirically verified by a long history of research, yet existing computational models of human learning do not addres...

Many studies have highlighted the importance of personalized learning, and most current e-learning systems are able to personalize materials, activities, etc., based on individualized learner-factors. However, none of the extant word-learning systems provides a personalized learning experience that is guided by a comprehensive word learning theory. In this study, we develop such a system based ...

The ability to bring to mind a past experience depends on the cognitive and neural processes that are engaged during the experience and that support memory formation. A central and much debated question is whether the processes that underlie rote verbal rehearsal-that is, working memory mechanisms that keep information in mind-impact memory formation and subsequent remembering. The present stud...

the present study was an attempt to compare the effect of three vlss, namely word-part strategy, word-card strategy and context-clue strategy on immediate and delayed english vocabulary retention of iranian third grade high school students. to this end, 90 students, studying at three high schools in tabriz, in three intact groups, were considered as the participants of the study. in order to en...