Effects of Associative Strength, Grade Level, and Interpair Interval in Verbal Paired-Associate Learning

1961 ◽  
Vol 32 (4) ◽  
pp. 773
Author(s):  
John C. McCullers
Keyword(s):  
Associative Strength ◽  
Grade Level ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Strength Grade

Paired-Associate Learning in Children: Length of List, Initial Associative Strength, Presentation Time, and Grade Level

1967 ◽  
Vol 20 (3) ◽  
pp. 903-908 ◽  
Author(s):  
Sydelle Stone Shapiro
Keyword(s):  
Associative Strength ◽  
Grade Level ◽  
List Length ◽  
Paired Associate ◽  
Associate Learning ◽  
Direct Function ◽  
Learning Time ◽  
Paired Associates ◽  
Presentation Time ◽  
Time To Learn

Acquisition of paired associates was studied as a function of initial associative strength (IAS), presentation time (PT), length of list and grade level. On trials to criterion, significant effects were obtained for IAS and PT and list length. There were no grade differences. Difficulty of the pairs in the list as measured by average number of errors per unit pair showed significant effects for PT and IAS. List length did not change the difficulty of learning an individual pair. Length of time to learn lists as measured by total learning time gave no evidence of time constancy but suggests that within the limits of this experiment, total learning time is a direct function of PT.

Extra-List Errors in Paired Associate Learning by Retarded and Normal Children

1970 ◽  
Vol 26 (2) ◽  
pp. 467-471 ◽  
Author(s):  
Clifford J. Drew ◽  
Don R. Logan
Keyword(s):  
Associative Strength ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Normal Children ◽  
Associate Learning

This study compared the proportions of extra-list intrusions in errors by retarded and normal Ss on a paired-associate task. Associative strength of the paired items was varied. Results indicated that retardates imported a significantly greater proportion of responses than normals under both levels of associative strength. Ss did not import differential proportions of responses as a function of associative strength.

Evaluating Pictographic Symbols: An Automotive Application

1978 ◽  
Vol 20 (1) ◽  
pp. 103-114 ◽  
Author(s):  
Paul Green ◽  
Richard W. Pew
Keyword(s):  
Reaction Time ◽  
Associative Strength ◽  
Paired Associate ◽  
Reaction Time Task ◽  
Learning Task ◽  
Paired Associate Learning ◽  
Automotive Application ◽  
Associate Learning ◽  
The Individual ◽  
Time Ease

Fifty university students participated in a laboratory experiment which examined 19 pictographic symbols previously used or proposed for labelling automobile controls and displays. Association norms, measures of familiarity, and magnitude estimates of the symbols' communicativeness were collected. Twenty of these subjects also participated in a paired-associate learning task and a two-alternative, forced-choice reaction-time task in which they made same-different judgments in response to verbally presented symbol labels followed by visually presented pictograms. It was found that, in general, the relative order of merit for the individual symbols was not consistent across tasks. Specifically, ratings of communicativeness were found to be well correlated with associative strength and to a lesser extent with reaction time, but associative strength was only weakly correlated with reaction time. Ease of learning was found to be an independent measure.

Inter-Item Associative Strength and Proactive Inhibition in Paired-Associate Learning

1970 ◽  
Vol 27 (3) ◽  
pp. 933-934
Author(s):  
John A. Mills ◽  
Gordon Winocur
Keyword(s):  
Experimental Design ◽  
Retention Interval ◽  
Associative Strength ◽  
Paired Associate ◽  
Proactive Inhibition ◽  
Response Term ◽  
Paired Associate Learning ◽  
Function Words ◽  
Associate Learning ◽  
Prior List

The experimental design was 2 × 2 factorial, with 2 levels of prior list (one or none), 2 of response term inter-item associative strength (high or low), and a 15-min. retention interval. The expectation was that high inter-item associative strength would reduce proactive inhibition. The hypothesis failed; the proportion of function words per list had no effect on recall.

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