WorldCat Identities

Ariel, Robert

Overview
Works: 6 works in 12 publications in 5 languages and 107 library holdings
Genres: Caricatures and cartoons 
Classifications: BF175, 150.19520207
Publication Timeline
Key
Publications about  Robert Ariel Publications about Robert Ariel
Publications by  Robert Ariel Publications by Robert Ariel
Most widely held works by Robert Ariel
Freud : the psychoanalytic adventure by Michel Simeon ( Book )
1 edition published in 1978 in English and held by 63 WorldCat member libraries worldwide
Freud : l'aventure psychanalytique by Michel Simeon ( Book )
6 editions published between 1976 and 2006 in French and German and held by 38 WorldCat member libraries worldwide
Une évocation en images de la vie et de l'oeuvre de Sigmund Freud
Freud : dobrodružství psychoanalýzy by Michel Siméon ( Book )
1 edition published in 2008 in Czech and held by 2 WorldCat member libraries worldwide
Furoido ( Book )
2 editions published in 1981 in Japanese and held by 2 WorldCat member libraries worldwide
Learning what to learn the effects of task experience on strategy shifts in the allocation of study time by Robert Ariel ( )
1 edition published in 2012 in English and held by 1 WorldCat member library worldwide
Learners typically allocate more resources to learning items that are higher in value than they do to items lower in value. For instance, when items vary in point value for learning, participants allocate more study time to the higher point items than they do to the lower point items (Ariel, Dunlosky, & Bailey, 2009). The current experiments extend this research to context where the value of items are not explicitly labeled by evaluating whether learners' study allocation decisions are sensitive to statistical regularities in the testing environment that signal which items are valuable to learn. In 3 experiments, participants studied English-English and Swahili-English paired associates across 4 study-test trials. However, on each trial, they were tested on only one type of item (e.g. only Swahili-English pairs), and hence, only one type of item was valuable for performance. Some participants were cued to which information was valuable and other participants had to learn from task experience. Experiment 2 examined the effect of performance incentives on study allocation strategies and Experiment 3 examined the role of working memory span, fluid intelligence, and need for cognition on these strategies. Findings indicated that some people can learn from task experience which items are important to study. However, many learners fail to do so (in particular, learners with low working memory spans) and as a consequence, they dysregulate their study by allocating time to items that are not valuable to performance
The contribution of past test performance, new learning, and forgeting to judgment-of-learning resolution by Robert Ariel ( )
1 edition published in 2010 in English and held by 1 WorldCat member library worldwide
When people judge their learning of items across study-test trials, their accuracy in discriminating between learned and unlearned items improves on the second trial. We examined the source of this improvement by estimating the contribution of three factors--memory for past test performance (MPT), new learning, and forgetting--to accuracy on trial 2. In Experiment 1, during two trials, participants studied paired associates, made a judgment of learning (JOL) for each one, and were tested. During the second study trial, we manipulated two variables: When the JOL was made (either immediately before or after studying an item) and whether participants were told the outcome of the previous recall attempt. In Experiment 2, the same procedure was used with a one week retention interval between study and test on trial 2. In both experiments, JOL resolution was higher on trial 2 then on trial 1. Fine-grained analyses of JOL magnitude and decomposition of resolution revealed several important findings. First, MPT contributed most to boosts in JOL magnitude and improvements in resolution across trials. Second, JOLs and subsequent resolution were sensitive to new learning and forgetting, but only when participants' judgments were made after and not before study. Thus, JOLs appear to integrate information from multiple factors, and these factors jointly contribute to JOL resolution
 
Audience Level
0
Audience Level
1
  Kids General Special  
Audience level: 0.54 (from 0.00 for Freud : do ... to 1.00 for The contri ...)
Alternative Names
アリエル, ロベール
Languages
French (5)
English (3)
Japanese (2)
German (1)
Czech (1)