Stimulus context effects, associative strength, and word frequency as determiners of free recall in paired-associate learning.

1975 ◽  
Vol 29 (1) ◽  
pp. 43-50
Author(s):  
Raymond L. Erickson
Keyword(s):  
Free Recall ◽  
Word Frequency ◽  
Associative Strength ◽  
Context Effects ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Stimulus Context ◽  
Associate Learning

Verbal Fluency, Free Recall, and Paired-Associate Learning Speed

1965 ◽  
Vol 16 (2) ◽  
pp. 659-660
Author(s):  
James G. Greeno
Keyword(s):  
Free Recall ◽  
Verbal Fluency ◽  
Paired Associate ◽  
Word List ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Verbal Skills ◽  
Learning Speed ◽  
List Learning ◽  
Positive Correlations

This study investigated the relation between performance in paired-associate learning and other verbal skills (verbal fluency to word and nonsense stimuli, recall of a word list). Ss learned two lists of word-CVC pairs. Significant positive correlations were found between fluency measures and learning of both lists. Recall scores were similarly correlated with second-list, but not first-list, learning.

Role of Rules in Paired-Associate Learning

1979 ◽  
Vol 44 (2) ◽  
pp. 648-650 ◽  
Author(s):  
May F. D'amato ◽  
Mark Diamond
Keyword(s):  
Free Recall ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Unmixed List ◽  
Middle Letter

14 students in each of four groups learned a single unmixed list of 19 CVC pairs for 12 anticipation trials followed by a free recall of the pairs. In three of the four lists a single rule applied to all of the pairs. The rule was that the words in each pair changed first letter (rhymed), changed middle letter, or changed last letter. A fourth list contained only pairs of unrelated words. Mean number of correct anticipations per trial showed rhyming and end-change rules to be equally beneficial, although not as effective as the middle-change rule. Free recall of the pairs showed no differences among lists. Results were interpreted as supporting the hypothesis that rules facilitate retrieval by restricting the number of responses to be considered for each stimulus.

Paired-Associate Learning and Free Recall of Nouns as a Function of Concreteness, Specificity, Imagery, and Meaningfulness

1967 ◽  
Vol 20 (1) ◽  
pp. 239-245 ◽  
Author(s):  
Allan Paivio
Keyword(s):  
Free Recall ◽  
Factorial Design ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Auditory Presentation ◽  
Associate Learning ◽  
Response Side ◽  
Positive Effects ◽  
Mediate Response ◽  
Stimulus Side

Abstractness-concreteness and generality-specificity of words were simultaneously varied in a factorial design on the stimulus and response sides of paired-associate lists constructed from 96 nouns. The analysis of recall scores from the auditory presentation of 2 alternating study trials and recall trials revealed significant ( p < .001) effects of both variables on the stimulus side of pairs. A smaller effect on the response side was significant ( p < .05) only in the case of specificity. A second experiment showed positive effects ( p < .001) of both concreteness and specificity on free recall. Mean scores were also available for the nouns on their rated capacity to evoke sensory images ( I) and on their meaningfulness ( m). A correlational analysis indicated that, of the attributes involved, I correlated most highly with learning scores. Furthermore, consistent with the hypothesis that stimulus-evoked imagery can mediate response recall, the superiority of I was greatest when the items served as stimulus terms in PA learning.

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