Transfer from verbal-discrimination to paired-associate learning: II. Effects of intralist similarity, method, and percentage occurrence of response members.

1963 ◽  
Vol 65 (5) ◽  
pp. 507-514 ◽  
Author(s):  
William F. Battig ◽  
H. Ray Brackett
Keyword(s):  
Paired Associate ◽  
Verbal Discrimination ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Percentage Occurrence ◽  
Intralist Similarity ◽  
Similarity Method

Study-Test and Anticipation Methods in Paired-Associate Learning of Similar and Non-Similar Lists

1965 ◽  
Vol 16 (3_suppl) ◽  
pp. 1237-1241 ◽  
Author(s):  
D. W. Behring ◽  
Donna J. Zaffy
Keyword(s):  
Detrimental Effect ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Test Method ◽  
Associate Learning ◽  
Intralist Similarity ◽  
Study Test

The purposes of the present study were to compare the study-test and anticipation procedures and to investigate the effect of high intralist similarity upon learning by each method. Forty Ss, 24 females and 16 males, learned one list by each method. The results indicate that the study-test method leads to better performance, as measured by number of trials to criterion. The detrimental effect of high intralist similarity was significant only for the study-test method. This finding is contrary to the results reported by other investigators.

Effect of Ego-Involvement Instructions and Intralist Similarity on Stimulus Generalization Errors in Paired-Associate Learning

1972 ◽  
Vol 31 (1) ◽  
pp. 243-248 ◽  
Author(s):  
Eva D. Ferguson
Keyword(s):  
Paired Associate ◽  
Verbal Learning ◽  
Paired Associate Learning ◽  
Learning Performance ◽  
Stimulus Generalization ◽  
Associate Learning ◽  
Paired Associates ◽  
Intralist Similarity ◽  
Ego Involvement ◽  
Generalization Errors

To assess the effect of motivation and list characteristics on verbal learning performance, 60 Ss in a 3 × 2 factorial design learned paired associates consisting of CVC as stimuli and digits as responses, in lists of high or low formal intralist similarity and under high, low, or control Ego-involvement (E-I) conditions. No significant differences in errors were found as a function of ego involvement. The increase of errors with high formal intralist similarity was specific to the effect of stimulus generalization and did not represent an over-all increase in list difficulty: no significant differences were found between lists for non-generalization errors but significant list differences were found for stimulus-generalization intrusions ( p < .01).

Transfer from verbal-discrimination to paired-associate learning.

1962 ◽  
Vol 63 (3) ◽  
pp. 258-268 ◽  
Author(s):  
William F. Battig ◽  
John M. Williams ◽  
John G. Williams
Keyword(s):  
Paired Associate ◽  
Verbal Discrimination ◽  
Paired Associate Learning ◽  
Associate Learning
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