scholarly journals BASIC-PLUS-2 programs to perform experimental procedures for paired associate verbal learning

1983 ◽  
Vol 15 (1) ◽  
pp. 93-94
Author(s):  
Janusz Prezeorek ◽  
Ruben Sanchez ◽  
Richard Deni
Keyword(s):  
Paired Associate ◽  
Verbal Learning

Effect of Motivating Instructions on Verbal Learning According to Age and Race

1980 ◽  
Vol 46 (3_suppl) ◽  
pp. 1167-1170
Author(s):  
Robert G. Summerlin ◽  
Charles V. Lair ◽  
William N. Confer
Keyword(s):  
Paired Associate ◽  
Verbal Learning ◽  
Learning Task ◽  
Paired Associate Learning ◽  
Instructional Condition ◽  
Associate Learning

Young and old white ( n = 48) and black ( n = 48) women were compared on a paired-associate learning task. The groups were divided as to a motivational instructional condition of support, challenge, or neutral. Both the younger and the white groups had more correct responses and learned in fewer trials. A three-way interaction suggests that old blacks make more errors of omission and commission under supportive instructions, whereas young whites do best under challenge. Various trends and implications for these findings were discussed.

Alcohol-influenced changes in activation peaking during paired-associate verbal learning.

1984 ◽  
Vol 45 (6) ◽  
pp. 493-499 ◽  
Author(s):  
S L Schandler ◽  
M J Cohen ◽  
B D Naliboff
Keyword(s):  
Paired Associate ◽  
Verbal Learning

Speech Monitoring and Verbal Learning

1963 ◽  
Vol 6 (3) ◽  
pp. 249-254
Author(s):  
George R. Davis ◽  
Joseph G. Sheehan
Keyword(s):  
Auditory Feedback ◽  
Direct Relationship ◽  
Paired Associate ◽  
Verbal Learning ◽  
Feedback Condition ◽  
Delayed Auditory Feedback ◽  
Learning Tasks ◽  
Verbal Tasks ◽  
Speech Monitoring ◽  
Auditory Monitoring

The effects of interference with auditory feedback on two verbal learning tasks were studied. Twenty-seven adults without speech or hearing handicaps practiced two verbal tasks (reading comprehension and paired associate) under three auditory monitoring conditions. A synchronous auditory feedback condition provided amplified but almost simultaneous auditory feedback. To provide an irrelevant feedback condition, S’s heard their own previously recorded voices reading other material. Delayed auditory feedback provided a second experimental condition. Results confirmed that delayed auditory feedback interfered significantly with efficient verbal learning. A clear and direct relationship between the amount and relevance of verbal feedback and the efficiency of speech-based learning was demonstrated.

The role of meaningfulness (m) in paired-associate verbal learning.

1957 ◽  
Vol 53 (1) ◽  
pp. 16-22 ◽  
Author(s):  
Clyde E. Noble ◽  
Deldon A. McNeely
Keyword(s):  
Paired Associate ◽  
Verbal Learning

A Simplified Paired-Associate Test for Elderly Hospital Patients

1964 ◽  
Vol 110 (464) ◽  
pp. 80-83 ◽  
Author(s):  
Bernard Isaacs ◽  
Frank A. Walkey
Keyword(s):  
Test Performance ◽  
Paired Associate ◽  
Verbal Learning ◽  
Objective Measure ◽  
The Elderly ◽  
Old People ◽  
Mental Impairment ◽  
Hospital Patients ◽  
Learning Test ◽  
The Relationship

In studies of the incidence and prognosis of disease in the elderly it is valuable to have an objective measure of the patient's mental state. In a previous paper (Isaacs, 1962) a paired-associate verbal learning test devised by Inglis (1959) was applied to a group of 50 normal and 100 hospitalized old people, and was found to give useful information on the relationship between test performance and such factors as incontinence of urine and prognosis for rehabilitation. In the present study a simplified version of this test was performed on a larger number of elderly hospital patients. The test proved valuable in determining the characteristics of patients with varying degrees of mental impairment.

Field Dependence and Differences between Visual and Verbal Learning Tasks

1973 ◽  
Vol 36 (3_suppl) ◽  
pp. 1327-1330 ◽  
Author(s):  
Stanley Berent ◽  
Albert J. Silverman
Keyword(s):  
Undergraduate Students ◽  
Paired Associate ◽  
Verbal Learning ◽  
Associate Learning ◽  
Field Dependency ◽  
Learning Tasks ◽  
Field Independent ◽  
Significant Difference ◽  
Field Dependent ◽  
Significant Impairment

50 female undergraduate students were administered 2 paired-associate learning tasks (verbal and visual) and assigned on the basis of their scores on the rod-and-frame test to extreme field-dependent and field-independent groups. No significant difference was found between the two groups on the visuo-perceptive paired-associate tests. Compared to the field-independent Ss, however, the field-dependent Ss showed significant impairment on the verbal task ( U = 18, p < .01). These findings are discussed in terms of possible dominant (left) cerebral hemisphere involvement in field dependency.

Equivalence of Wechsler Memory Test IV Verbal Paired Associate and California Verbal Learning Test II Scores

2011 ◽  
Author(s):  
Jacques Arrieux ◽  
Robert L. Stegman ◽  
Wesley R. Cole ◽  
Leila Rodriguez ◽  
Mary A. Dale ◽  
...  
Keyword(s):  
Paired Associate ◽  
Verbal Learning ◽  
Memory Test ◽  
California Verbal Learning Test ◽  
Learning Test

Relationship between Ego-Involvement Instructions and Various Motivation and Performance Measures

1971 ◽  
Vol 29 (2) ◽  
pp. 547-556 ◽  
Author(s):  
Eva D. Ferguson
Keyword(s):  
Performance Measures ◽  
Paired Associate ◽  
Verbal Learning ◽  
Response Competition ◽  
Response Measure ◽  
Learning Anxiety ◽  
Ego Involvement ◽  
And Performance

The effects of ego-involvement instructions (EIS) were investigated in two studies. In Exp. I, EIS had no significant effect on a response measure of ego-involvement (EIn) nor on RT and paired-associate verbal learning. Anxiety, as measured by the MAS, and n achievement, as measured by the EPPS, did not significantly correlate with any of the measures, but a significant effect was found for EIR when anxiety and EIS were analyzed in a 2 × 2 design. When more extreme EIS were used in Exp. II, EIS had a significant effect on EIR and verbal learning: higher EIR ratings were obtained for high than low EIS and, for Ss receiving a low response-competition list, fewer errors were made under high than low EIS.

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