verbal facilitation
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Memory ◽  
2015 ◽  
Vol 24 (10) ◽  
pp. 1329-1344 ◽  
Author(s):  
Siegfried L. Sporer ◽  
Kristina S. Kaminski ◽  
Maike C. Davids ◽  
Dawn McQuiston

2015 ◽  
Vol 13 (2) ◽  
pp. 231-240
Author(s):  
Claudia Wille ◽  
Franziska Völker ◽  
Jessica Kühnel ◽  
Mirjam Ebersbach

2005 ◽  
Vol 33 (8) ◽  
pp. 1442-1456 ◽  
Author(s):  
Charity Brown ◽  
Toby J. Lloyd-Jones

1976 ◽  
Vol 42 (3) ◽  
pp. 727-733 ◽  
Author(s):  
A. M. Padilla ◽  
Arthur Romero

Two explanations for verbal facilitation of class-inclusion reasoning have been suggested. One attributes the effect to differences in the interpretation of linguistic cues. The other considers the effect to be a product of distracting perceptual cues. 44 male and 44 female, third and fifth grade Mexican-American children categorized as either English- or Spanish-language dominant were presented both verbal and pictorial type class-inclusion questions. Half of the children were tested in their dominant language, the other half in their subordinate language. Results indicate that the verbal-type questions produced more correct responses than the pictorial questions. It is concluded that verbal facilitation is due to absence of distracting perceptual cues.


1971 ◽  
Vol 62 (5) ◽  
pp. 439-444 ◽  
Author(s):  
Joel R. Levin ◽  
James M. Horvitz ◽  
Sandra A. Kaplan

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