scholarly journals Paired-associate performance on successive recall-test trials as a function of number of successive pairing trials and stimulus elements

1966 ◽  
Vol 6 (2) ◽  
pp. 67-68 ◽  
Author(s):  
John K. Berry ◽  
William F. Battig
Keyword(s):  
Recall Test ◽  
Paired Associate ◽  
Successive Recall

Effects of Associative Reaction Time and Meaningfulness of Stimulus Terms in Forward and Backward Paired-Associate Learning

1970 ◽  
Vol 27 (3) ◽  
pp. 867-873 ◽  
Author(s):  
Ronald Ley ◽  
David Locascio
Keyword(s):  
Reaction Time ◽  
Recall Test ◽  
Paired Associate ◽  
Presentation Rate ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Backward Recall ◽  
Long Latency ◽  
Stimulus Recognition ◽  
Stage Analysis

48 Ss learned a list of PAs, at either a 2-sec. or 7-sec. presentation rate (PR), in which the stimulus terms were assessed on the bases of associative reaction time (RT) and meaningfulness (M). In forward anticipation learning, the effect of RT of stimulus terms was not significant but M was, with the greatest effect at the 2-sec. PR. In a backward recall test, the short-latency RT stimulus terms were recalled more frequently than the long-latency RT terms and high-M terms were recalled more frequently than low-M terms. The results were interpreted in terms of a two-stage analysis in which the effects of M were related to stimulus recognition and the effects of RT to stimulus recall.

Recall of a 10-Word List in the Assessment of Dementia in the Elderly

1982 ◽  
Vol 141 (5) ◽  
pp. 524-527 ◽  
Author(s):  
S. J. Harris ◽  
J. H. Dowson
Keyword(s):  
Recall Test ◽  
Paired Associate ◽  
Word List ◽  
The Elderly ◽  
Associate Learning ◽  
Alzheimer Dementia ◽  
New Information ◽  
Homes For The Elderly ◽  
History Of ◽  
Learning Test

SummaryResidents of homes for the elderly with a history of impaired memory compatible with senile Alzheimer dementia were assessed by a paired-associate learning test (PALT) and a word list recall test. The latter discriminated between groups of individuals categorized according to severity of cognitive impairment by the PALT. It may be suitable for the assessment of memory for new information in clinical practice and for the evaluation of change in clinical trials of treatments for dementia.

Reading Order and Recall: A Developmental Look

1975 ◽  
Vol 36 (1) ◽  
pp. 127-130
Author(s):  
Barry J. Wilson ◽  
Richard A. English
Keyword(s):  
Free Recall ◽  
Grade Level ◽  
Recall Test ◽  
Paired Associate ◽  
Cued Recall ◽  
Fifth Grade ◽  
Retrieval Cues ◽  
Grade Levels ◽  
Reading Order ◽  
Practice Trials

The study investigated the effect of reading order and grade level on forward and backward measures of recall. 168 Ss from three grade levels learned an 8-pair paired-associate list of meaningful words. Word pairs were read either left-to-right or right-to-left. Appropriate practice trials and instructions were given prior to learning the list. Groups at each grade level received a cued recall test in both the A-B and B-A direction after learning the list. Controls also received a free recall test to assess treatment effects on availability of A and B terms. Fifth grade and ninth grade Ss differed significantly from college Ss in A and B term free recall but not A-B and B-A paced recall. Results were discussed in terms of differences in retrieval cues provided by the cued recall task. Associative asymmetry was found for all groups. There was no significant effect for reading order.

Response-Set Size and Paired-Associate Learning

1981 ◽  
Vol 48 (1) ◽  
pp. 172-174 ◽  
Author(s):  
May F. D'Amato ◽  
Vicki Rubenstein
Keyword(s):  
Free Recall ◽  
Recall Test ◽  
Paired Associate ◽  
Free Recall Test ◽  
Reversal Performance ◽  
Associate Learning ◽  
Set Size ◽  
Unmixed List ◽  
Response Set ◽  
Middle Letter

4 groups of 15 students each learned a single unmixed list of 13 pairs for five anticipation trials followed by a free-recall test. The lists contained pairs of nonsense syllables that rhymed, changed middle letter, reversed the letter order, or were unrelated. All lists involving rules were superior to the list of unrelated pairs. In order of increasing effectiveness the rules were rhyming, middle-letter change, letter reversal. Performance was inversely related to response-set size. The more restrictive rules resulted in increased free recall of the pairs. Results supported the hypothesis that rules are beneficial to the extent that they reduce response-set size.

When Predictions Create Reality: Judgments of Learning May Alter What They Are Intended to Assess

1992 ◽  
Vol 3 (5) ◽  
pp. 315-317 ◽  
Author(s):  
Barbara A Spellman ◽  
Robert A Bjork
Keyword(s):  
Recall Test ◽  
Retrieval Practice ◽  
Paired Associate ◽  
Recall Performance ◽  
Judgments Of Learning ◽  
Current Experiment ◽  
Simple Assumption ◽  
Psychological Science ◽  
Subsequent Recall

Nelson and Dunlosky ( Psychological Science, July 1991) reported that subjects making judgments of learning (JOLs) can be extremely accurate at predicting subsequent recall performance on a paired-associate task when the JOL task is delayed for a short while after study They argued that this result is surprising given the results of earlier research, as well as their own current experiment, indicating that JOLs are quite inaccurate when made immediately after study We note that the delayed-JOL procedure used by Nelson and Dunlosky invited covert recall practice (which was reported by their subjects) Retrieval practice is a well-known determinant of subsequent recall Accordingly, Nelson and Dunloskys findings can be explained by the simple assumption that people base delayed JOLs on an assessment of retrieval success which in turn influences their retrieval success on the subsequent recall test

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.

Experience Matters

2020 ◽  
Vol 228 (4) ◽  
pp. 254-263 ◽  
Author(s):  
Pedro S. Mendes ◽  
Karlos Luna ◽  
Pedro B. Albuquerque
Keyword(s):  
Word Frequency ◽  
High Frequency ◽  
Recall Test ◽  
Judgments Of Learning ◽  
Direct Experience ◽  
Frequency Effects ◽  
Actual Frequency ◽  
Actual Word ◽  
High Frequency Words

Abstract. The present study tested if word frequency effects on judgments of learning (JOLs) are exclusively due to beliefs or if the direct experience with the items also plays a role. Across four experiments, participants read prompts about the frequency of the words (high/low), which could be congruent/incongruent with the words’ actual frequency. They made pre-study JOLs (except Experiment 1b), immediate JOLs, and completed a recall test. If experience drives the effect, JOLs should be based on actual word frequency rather than the prompts. Results showed higher pre-study JOLs for prompts of high frequency, but higher immediate JOLs for high-frequency words regardless of the prompt, suggesting an effect of direct experience with the words. In Experiments 2 and 3, we manipulated participants’ beliefs, finding a small effect of beliefs on JOLs. We conclude that, regarding word frequency, direct experience with the items seems more relevant than beliefs when making immediate 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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