Associative transfer in motor paired-associate learning as a function of amount of first-task practice.

1958 ◽  
Vol 56 (2) ◽  
pp. 123-132 ◽  
Author(s):  
Charles C. Spiker ◽  
Ruth B. Holton
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Task Practice ◽  
Associative Transfer

Associative Transfer as Shown by Response Speeds in Motor Paired-Associate Learning

1960 ◽  
Vol 31 (4) ◽  
pp. 609 ◽  
Author(s):  
Sheldon H. White ◽  
Charles C. Spiker ◽  
Ruth B. Holton
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Associative Transfer

Latency of Verbal Reproductions as a Variable in Vocal Paired-Associate Learning

1976 ◽  
Vol 42 (2) ◽  
pp. 447-450 ◽  
Author(s):  
C. W. Koutstaal ◽  
O. W. Smith
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
Monotonic Function ◽  
Practice Effects ◽  
Learning Study ◽  
Associate Learning ◽  
Phonological Categories ◽  
Task Practice

Some CCVCs used by Smith and Koutstaal (1972) as stimuli in a paired-associate learning study resulted in noticeable delays in attempted vocalizations or subvocalizations. Latencies of vocalizations of CCVCs representing the four phonological categories of the stimuli were timed to determine whether a monotonic function would be obtained as for trials to criterion in the learning study. A markedly non-monotonic function resulted. Latency was rejected as a variable contributing to differences in trials to criterion for the paired-associate task. Practice effects were: (a) decrease in mean latencies for all categories, (b) reduction in range of correlations, and (c) an increase in mean correlations from .66 to .87 ( N = 40).

Reactivity of Judgments of Learning in a Levels-of-Processing Paradigm

2020 ◽  
Vol 228 (4) ◽  
pp. 278-290 ◽  
Author(s):  
Eylul Tekin ◽  
Henry L. Roediger
Keyword(s):  
Target Word ◽  
Paired Associate ◽  
Judgments Of Learning ◽  
Paired Associate Learning ◽  
Levels Of Processing ◽  
Pleasantness Rating ◽  
Associate Learning ◽  
Counting Task ◽  
Reactive Effect ◽  
Target Words

Abstract. Recent studies have shown that judgments of learning (JOLs) are reactive measures in paired-associate learning paradigms. However, evidence is scarce concerning whether JOLs are reactive in other paradigms. In old/new recognition experiments, we investigated the reactivity effects of JOLs in a levels-of-processing (LOP) paradigm. In Experiments 1 and 2, for each word, subjects saw a yes/no orienting question followed by the target word and a response. Then, they either did or did not make a JOL. The yes/no questions were about target words’ appearances, rhyming properties, or category memberships. In Experiment 3, for each word, subjects gave a pleasantness rating or counted the letter “e ”. Our results revealed that JOLs enhanced recognition across all orienting tasks in Experiments 1 and 2, and for the e-counting task in Experiment 3. This reactive effect was salient for shallow tasks, attenuating – but not eliminating – the LOP effect after making JOLs. We conclude that JOLs are reactive in LOP paradigms and subjects encode words more effectively when providing JOLs.

Age, pacing, and imagery in paired-associate learning.

1976 ◽  
Vol 12 (2) ◽  
pp. 119-124 ◽  
Author(s):  
Nancy J. Treat ◽  
Hayne W. Reese
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
Associate Learning
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