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For: Aiken EG, Lau AW. Response prompting and response confirmation: a review of recent literature. Psychol Bull 1967;68:330-41. [PMID: 4863237 DOI: 10.1037/h0025123] [Citation(s) in RCA: 24] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
Number Cited by Other Article(s)
1
Wiener EL. Money and the Monitor. Percept Mot Skills 2016. [DOI: 10.2466/pms.1969.29.2.627] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
2
Effects of prompting, confirmation, and free choice upon children’s acquisition, verbalization and generalization of a concept. ACTA ACUST UNITED AC 2013. [DOI: 10.3758/bf03331308] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
3
Singer RN, Pease D. A Comparison of Discovery Learning and Guided Instructional Strategies on Motor Skill Learning, Retention, and Transfer. ACTA ACUST UNITED AC 2013. [DOI: 10.1080/10671315.1976.10616742] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
4
Helton WS, Russell PN. Brief mental breaks and content-free cues may not keep you focused. Exp Brain Res 2012;219:37-46. [PMID: 22427137 DOI: 10.1007/s00221-012-3065-0] [Citation(s) in RCA: 41] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2011] [Accepted: 03/03/2012] [Indexed: 10/28/2022]
5
Helton WS, Head J, Kemp S. Natural disaster induced cognitive disruption: Impacts on action slips. Conscious Cogn 2011;20:1732-7. [DOI: 10.1016/j.concog.2011.02.011] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2010] [Revised: 01/12/2011] [Accepted: 02/12/2011] [Indexed: 11/17/2022]
6
Helton WS, Head J, Russell PN. Reliable- and unreliable-warning cues in the Sustained Attention to Response Task. Exp Brain Res 2011;209:401-7. [DOI: 10.1007/s00221-011-2563-9] [Citation(s) in RCA: 36] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2010] [Accepted: 01/17/2011] [Indexed: 11/29/2022]
7
Maisto AA, Ward LC. A Test of the Associative Chaining Hypothesis by Serial-Recall and Serial-Anticipation Procedures. The Journal of General Psychology 2010. [DOI: 10.1080/00221309.1976.9711592] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
8
Smith DR, Walker BN. Effects of auditory context cues and training on performance of a point estimation sonification task. APPLIED COGNITIVE PSYCHOLOGY 2005. [DOI: 10.1002/acp.1146] [Citation(s) in RCA: 13] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
9
Hitchcock EM, Dember WN, Warm JS, Moroney BW, See JE. Effects of cueing and knowledge of results on workload and boredom in sustained attention. HUMAN FACTORS 1999;41:365-372. [PMID: 10665205 DOI: 10.1518/001872099779610987] [Citation(s) in RCA: 53] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
10
Ehri LC, Gibbs AL, Lee Underwood T. Influence of errors on learning the spellings of English words. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 1988. [DOI: 10.1016/0361-476x(88)90024-0] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
11
Conceptual behavior in young children: Learning to shift dimensional attention. J Exp Child Psychol 1971. [DOI: 10.1016/0022-0965(71)90018-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
12
Nelson TO. Extinction, delay, and partial-reinforcement effects in paired-associate learning. Cogn Psychol 1971. [DOI: 10.1016/0010-0285(71)90011-9] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
13
Gardner BT, Gardner RA. Two-Way Communication with an Infant Chimpanzee1 1The research described here was supported by National Institute of Mental Health grants MH-12154 and MH-34953 (Research Scientist Development Award to B. T. Gardner), by National Science Foundation grant GB-7432, and by a grant from the National Geographic Society. BEHAVIOR OF NONHUMAN PRIMATES 1971. [DOI: 10.1016/b978-0-12-629104-9.50010-8] [Citation(s) in RCA: 23] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/05/2023]
14
Advantages of recall over anticipation methods in verbal learning. Behav Res Methods 1968. [DOI: 10.3758/bf03208099] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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