A measure of stimulus similarity and errors in some paired-associate learning tasks.

1957 ◽  
Vol 53 (2) ◽  
pp. 94-101 ◽  
Author(s):  
Ernst Z. Rothkopf
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
Stimulus Similarity ◽  
Associate Learning ◽  
Learning Tasks

Effects of State-Trait Anxiety and Task Difficulty on Paired-Associate Learning

1977 ◽  
Vol 41 (1) ◽  
pp. 179-185 ◽  
Author(s):  
Robert A. Reeves ◽  
William W. May
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
Post Treatment ◽  
Associate Learning ◽  
Trait Theory ◽  
Learning Tasks ◽  
Treatment Conditions ◽  
Pre Treatment ◽  
Trait Groups ◽  
Better Than

The prediction from state-trait theory and drive theory that high A-State subjects will perform better than low A-State subjects on an easy task and more poorly on a more difficult task was tested using paired-associate learning tasks. This prediction was not supported, as low A-State subjects made fewer errors than high A-State subjects on both the easy and difficult tasks. High A-Trait groups responded with higher A-State in both pre- and post-treatment conditions than did low A-Trait groups as predicted by state-trait theory. Low A-Trait groups showed greater gains in pre-treatment to post-treatment A-State than did high A-Trait groups, a result which supported neither state-trait theory nor Saltz's (1970) hypothesis. Implications for research were discussed.

Effects of Learning Set, Verbalization, Sample Characteristics, and Meaningfulness of Material on Bi-Directional Learning

1969 ◽  
Vol 24 (3) ◽  
pp. 747-751 ◽  
Author(s):  
William Baller ◽  
Sue Wilbur ◽  
A. J. Edwards
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
The Other ◽  
Associate Learning ◽  
Independent Variables ◽  
Learning Tasks ◽  
Sample Characteristics ◽  
Learning Set ◽  
Directional Learning

Four independent variables were studied as they relate to bi-directionality in recall. The data indicate that the effect of meaningfulness of material is sufficient to offset effects of the other three variables (learning set, verbalization, sample characteristics) for bi-directional learning. A suggestion is provided for using an index of relationships identified in determining list difficulty in paired-associate learning tasks.

The Use of Criterional Measures

1964 ◽  
Vol 14 (3) ◽  
pp. 803-817 ◽  
Author(s):  
Joseph Weitz
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
Difficulty Level ◽  
Associate Learning ◽  
Independent Variables ◽  
Learning Tasks ◽  
Task Order ◽  
Level Of Difficulty

Using paired-associate learning tasks of different difficulty level, it is shown that independent variables such as task order are more or less effective depending upon when the criterional measures are taken and the level of the criterion used. Similarly, the time of measurement and level of difficulty of the criterion are related to whether or not we find an effect of what is called “drive” in learning situations. An attempt is made to show how this approach may be useful in interpreting the meaning of independent variables.

scholarly journals Paired associate learning tasks and their contribution to reading skills

2016 ◽  
Vol 46 ◽  
pp. 54-63 ◽  
Author(s):  
Catalina Mourgues ◽  
Mei Tan ◽  
Sascha Hein ◽  
Emma Ojanen ◽  
Jodi Reich ◽  
...  
Keyword(s):  
Reading Skills ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Learning Tasks

Extraversion and Increased Interference in Paired-Associate Learning

1969 ◽  
Vol 29 (2) ◽  
pp. 403-406 ◽  
Author(s):  
Edgar Howarth
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
Learning Performance ◽  
Associate Learning ◽  
Personality Differences ◽  
Learning Tasks ◽  
The Face ◽  
Animal Names ◽  
Standard Learning ◽  
Competing Responses

A previous study had shown that extraverts were superior in serial learning under distraction by competing responses from previously learned material. The present study introduced an incremental interference technique applied to paired-associate learning and verified the previous finding that personality differences can systematically affect standard learning tasks. The learning performance of 11 extraverts, 11 controls and 11 introverts was compared on a task consisting of five pairings of a color and a short animal name, e.g., Black-pig. After S had mastered the first series, the animal names were differently assigned among the colors so S had to learn in the face of competing responses. Finally, the pairings were changed in a third series, at which time the extraverts significantly outperformed (trials to criterion) the introverts, control Ss occupying an intermediate position.

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