Role of stimulus-term and serial-position cues in constant-order paired-associate learning.

1968 ◽  
Vol 77 (2) ◽  
pp. 269-274 ◽  
Author(s):  
Sam C. Brown
Keyword(s):  
Serial Position ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Stimulus Term ◽  
Associate Learning

Effects of Type of Recall Test and Spaced Presentations of Stimulus Terms, Response Terms and Stimulus-Response Terms on Retention in Paired-Associate Learning

1973 ◽  
Vol 33 (1) ◽  
pp. 307-311 ◽  
Author(s):  
Edward W. C. McAllister
Keyword(s):  
Retention Test ◽  
Paired Associate ◽  
Response Term ◽  
Paired Associate Learning ◽  
Stimulus Term ◽  
Associate Learning ◽  
Stimulus Response ◽  
Reinforcement Interval ◽  
Delay Of Reinforcement ◽  
Term Response

The present experiment tested the effects of reinforcement type (stimulus term, response term, and stimulus-response pairs) and type of recall-retention test (stimulus type or response type) as between- S variables and delay-of-reinforcement interval as a within- S variable on retention in paired-associate learning. The analysis showed that type of reinforcement and delay-of-reinforcement interval resulted in significant effects. Type of recall-retention test was not significant and interactions were nonsignificant.

Mere Exposure to Stimulus and Response Terms and Paired-Associate Learning

1977 ◽  
Vol 41 (3_suppl) ◽  
pp. 1167-1171
Author(s):  
J. M. Innes
Keyword(s):  
Significant Interaction ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Mere Exposure ◽  
Stimulus Term ◽  
Associate Learning ◽  
The Subject

Subjects learned four-item paired-associate lists by the method of anticipation. Items were composed from Turkish-like words which the subject had either never seen previously or which had been exposed 16 times in a previous familiarization process designed to minimize the induction of verbal satiation. Analysis of the data indicated significant facilitation of learning due to familiarization with the stimulus term and a significant interaction of stimulus and response terms. The experiment demonstrates the likely importance of the encoding of stimulus terms in the learning of paired-associate lists and shows that mere exposure to materials can modify later response to those materials.

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