1
Views
0
CrossRef citations to date
0
Altmetric
Original Articles

The Influence of Intention to Remember on Immediate and Delayed Recall

Pages 153-163 | Published online: 10 Feb 2016

References

  • Artley, A. S. “Interpretation of Specific Factors on Interpretation.” In Reading: Seventy-five Years of Progress. Supplementary Education Monograph No. 96, Chicago; University of Chicago, 1966, 71–80.
  • Ausubel, D. P., S. H. Schpoont, & L. C. Robbins, “The Influence of Intention on the Retention of School Materials.” Journal of Educational Psychology, 1957, 48, 87–92.
  • Ausubel, D. P. & M. Yousser, “Role of Discriminability in Meaningful Parallel Learning.” Journal of Educational Psychology, 1963, 54, 331–336.
  • Ausubel, D. P. & F. G. Robinson, School Learning: An Introduction to Educational Psychology. New York: Holt, Rinehart and Winston, Inc., 1969.
  • Biel, W. C. & R. C. Force, “Retention of Nonsense-Syllables in Intention and Incidental Learning.” Journal of Experimental Psychology, 1943, 32, 52–63.
  • Bigge, Morris L., and Maurice P. Hunt, Psychological Foundations of Education, Second Edition. New York: Harper & Row, Publishers, 1968.
  • Bromer, J. A. “A Comparison of Incidental and Pruposeful Memory for Meaningful and Nonsense Material.” American Journal of Psychology, 1942, 55, 106–108.
  • Edwards, A. L. Experimental Design in Psychological Research. New York: Holt, Rinehart and Winston, Inc. 1968.
  • Flesch, R. Why Johnny Can't Read and What You Can Do About It. New York: Harper and Brothers, 1955.
  • Geyer, M. T. “Influence of Changing the Expected Time of Recall.” Journal of Experimental Psychology, 1930, 13, 290–292.
  • Guilford, J. P. Fundamental Statistics in Psychology and Education. New York: McGraw-Hill, 1965.
  • Henderson, E. H. “A Study of Individually Formulated Purposes for Reading.” Journal of Educational Research, 1965, 58, 438–441.
  • Heldreth, G. H. “Some Principles of Learning Applied to Reading.” Education, 1954, 75, 544–549.
  • Huang, I. “Experimental Studies on the Role of Repetition, Organization, and the Intention to Learn in Rote Memory.” Journal of Genetic Psychology, 1944, 31, 213–217.
  • Lester, O. P. “Mental Set in Relation to Retroactive Inhibition.” Journal of Experimental Psychology, 1932, 15, 681–699.
  • Myers, G. C. “A Study in Incidental Memory.” Archives of Psychology, 1913, 5 (Whole, No. 26).
  • Postman, L. & V. L. Senders, “Incidental Learning and Generality of Set.” Journal of Experimental Psychology, 1946, 36, 153–165.
  • Reed, H. B. “Factors Influencing the Learning and Retention of Concepts I: The influence of Set.” Journal of Experimental Psychology, 1946, 36, 71–87.
  • Reiter, Irene M. “Why Can't They Read It?” Instructor's Manual, Philadelphia: Polaski Company, 1970.
  • Russell, D. H. Children Learn to Read. New York: Ginn and Company, 1961.
  • Smith, H. P. “The Perceptual Determinants of Effective Reading with Some Social Implications.” University of Kansas Bulletin of Education, 1965, 19 (3).
  • Spache, George D. and Evelyn B. Spache, Reading in the Elementary School. Boston: Allyn and Bacon, Inc. 1969.
  • Stauffer, R. G. “Why Pupil Purposes for Reading?” Education, 1963, 83, 540–541.
  • Taylor, E. A. Controlled Reading. Chicago: University of Chicago Press, 1937.
  • Thisted, N. M. & H. H. Reemers, “The Effect of Temporal Set on Learning.” Journal of Applied Psychology, 1932, 16, 257–268.
  • Williams, Robert T. A Study of the Influence of Different Directions for Reading on Immediate and Delayed Recall. Unpublished Doctoral Dissertation, The University of Kansas, Lawrence, 1970.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.