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Structurally Integrated Versus Structurally Segregated Memory Representations: Implications for the Design of Instructional Materials

  • Barbara Hayes-Roth
Part of the Nato Conference Series book series (NATOCS, volume 5)

Abstract

Students regularly receive conceptually related information from several different sources. For example, a student might study several textbook chapters concerning U.S. involvement in World War II. All of the studied information would be related at a general topical level. In addition, some of the information would be related in more specific ways. For example, the student might learn that the U.S. took various actions during the war, including bombing Hiroshima and Nagasaki, liberating France, giving monetary aid to China, etc.

Keywords

Conceptual Relation Instructional Material Memory Representation Memory Organization Minor Offense 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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References

  1. Anderson. J. R. Retrieval of propositional information from long-term memory. Cognitive Psychology, 1974, 6, 451–474.CrossRefGoogle Scholar
  2. Hayes-Roth, B. Evolution of cognitive structures and processes. Psychological Review, 1977, 84, 260–278.CrossRefGoogle Scholar
  3. Hayes-Roth, B., & Hayes-Roth, F. The prominence of lexical information in memory representations of meaning. Journal of Verbal Learning and Verbal Behavior, 1977, 16, 119–136.CrossRefGoogle Scholar
  4. Thorndyke, P. W., & Bower, B. H. Storage and retrieval processes in sentence memory. Cognitive Psychology, 1974, 6, 515–543.CrossRefGoogle Scholar

Copyright information

© Plenum Press, New York 1978

Authors and Affiliations

  • Barbara Hayes-Roth
    • 1
  1. 1.The Rand CorporationSanta MonicaUSA

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