BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

147 related articles for article (PubMed ID: 917709)

  • 1. Picture mediation in abstract-concrete paired associates.
    Morelli G; Schwartz S
    Percept Mot Skills; 1977 Oct; 45(2):551-4. PubMed ID: 917709
    [TBL] [Abstract][Full Text] [Related]  

  • 2. Imagery mediation in paired-associate learning by retarded and nonretarded subjects.
    Lerato MT; Ellis NR
    Am J Ment Defic; 1974 May; 78(6):704-13. PubMed ID: 4838146
    [No Abstract]   [Full Text] [Related]  

  • 3. Extended verbal mediation in the learning and reversal of paired-associates by EMR children.
    Turnure JE; Walsh MK
    Am J Ment Defic; 1971 Jul; 76(1):60-7. PubMed ID: 5121024
    [No Abstract]   [Full Text] [Related]  

  • 4. Picture-word differences in the acquisition and retention of paired associates.
    Postman L
    J Exp Psychol Hum Learn; 1978 Mar; 4(2):146-57. PubMed ID: 632757
    [TBL] [Abstract][Full Text] [Related]  

  • 5. Role of imagery and verbal labeling in the performance of paired associates tasks by persons with closed head injury.
    Twum M; Parenté R
    J Clin Exp Neuropsychol; 1994 Aug; 16(4):630-9. PubMed ID: 7962364
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Acquisition of verbal associations to olfactory stimuli of varying familiarity and to abstract visual stimuli.
    Davis RG
    J Exp Psychol Hum Learn; 1975 Mar; 104(2):134-42. PubMed ID: 1141827
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Processing of interactive and noninteractive pictures in PA learning by retarded persons.
    Ashford DC; Baumeister AA
    Am J Ment Defic; 1977 Sep; 82(2):187-93. PubMed ID: 907010
    [TBL] [Abstract][Full Text] [Related]  

  • 8. Differential importance of hierarchical learning, abstractness, and imagery.
    Hauck WE; Moore JW; Sancilio L
    Psychol Rep; 1990 Feb; 66(1):187-93. PubMed ID: 2326412
    [TBL] [Abstract][Full Text] [Related]  

  • 9. Stimulus property mediation of paired-associates learning.
    Reich JW; Alexander RA
    J Gen Psychol; 1970 Oct; 83(2d Half):213-25. PubMed ID: 5474312
    [No Abstract]   [Full Text] [Related]  

  • 10. Imagery and verbal mediation in paired-associate learning of educable mentally retarded adolescents.
    Burger AL; Blackman LS
    J Ment Defic Res; 1978 Jun; 22(2):125-30. PubMed ID: 671531
    [TBL] [Abstract][Full Text] [Related]  

  • 11. Instructional modeling and the development of visual- and verbal-mediation skills by TMR children.
    Greeson LE; Jens KG
    Am J Ment Defic; 1977 Jul; 82(1):58-64. PubMed ID: 883579
    [TBL] [Abstract][Full Text] [Related]  

  • 12. Paired-associate learning in young and old adults as related to stimulus concreteness and presentation method.
    Witte KL; Freund JS
    J Gerontol; 1976 Mar; 31(2):183-92. PubMed ID: 1249408
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Acquisition and retention of verbal associations to olfactory and abstract visual stimuli of varying similarity.
    Davis RG
    J Exp Psychol Hum Learn; 1977 Jan; 3(1):37-51. PubMed ID: 845550
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Long-term effectiveness of imagery instructions with retarded persons.
    Zupnick JJ; Meyer PA
    Am J Ment Defic; 1975 Mar; 79(5):519-25. PubMed ID: 1121978
    [TBL] [Abstract][Full Text] [Related]  

  • 15. Visual imagery and level of mediator abstractness in induced mediation paradigms.
    Christiansen T; Stone DR
    Percept Mot Skills; 1968 Jun; 26(3):775-9. PubMed ID: 5657722
    [No Abstract]   [Full Text] [Related]  

  • 16. The role of visual representations within working memory for paired-associate and serial order of spoken words.
    Ueno T; Saito S
    Q J Exp Psychol (Hove); 2013 Sep; 66(9):1858-72. PubMed ID: 23472610
    [TBL] [Abstract][Full Text] [Related]  

  • 17. TACHISTOSCOPIC RECOGNITION THRESHOLDS, PAIRED-ASSOCIATE LEARNING, AND FREE RECALL AS A FUNCTION OF ABSTRACTNESS-CONCRETENESS AND WORD FREQUENCY.
    WINNICK WA; KRESSEL K
    J Exp Psychol; 1965 Aug; 70():163-8. PubMed ID: 14341747
    [No Abstract]   [Full Text] [Related]  

  • 18. Recognition of concrete and abstract pictures as a function of poststimulus interval.
    Nagata H
    J Gen Psychol; 1986 Oct; 113(4):369-77. PubMed ID: 3794677
    [TBL] [Abstract][Full Text] [Related]  

  • 19. Stimulus and response abstractness, imagery, and meaningfulness, and reported mediators in paired-associate learning.
    Paivio A; Yuille JC; Smythe PC
    Can J Psychol; 1966 Dec; 20(4):362-77. PubMed ID: 5980731
    [No Abstract]   [Full Text] [Related]  

  • 20. Use of self-generated and supplied visuals as mnemonics in gifted children's learning.
    Carrier C; Karbo K; Kindem H; Legisa G; Newstrom L
    Percept Mot Skills; 1983 Aug; 57(1):235-40. PubMed ID: 6622164
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 8.