scholarly journals Stability of response strength hierarchies in continued word association

1967 ◽  
Vol 7 (4) ◽  
pp. 129-130
Author(s):  
Burton G. Andreas ◽  
Michael Mills
Keyword(s):  
Word Association ◽  
Response Strength

Cognitive Responses under Stress: The Effect of Examination Stress on Commonality of Verbal Associations

1978 ◽  
Vol 43 (3_suppl) ◽  
pp. 1131-1138 ◽  
Author(s):  
Paul Schmolling
Keyword(s):  
College Students ◽  
Word Association ◽  
Response Strength ◽  
Cognitive Responses ◽  
Classroom Setting ◽  
Mild Form ◽  
Word Association Test ◽  
Drive Theory ◽  
Examination Stress ◽  
The Impact

The present study determined the impact of a familiar stress situation, the college examination, on commonality of verbal associations. Three groups of college students responded to a word-association test under the following conditions: one group was tested first under examination stress and then in a normal classroom setting; a second group was tested in the reverse of this order while a third group, serving as an over-all control, was tested twice under normal conditions. Contrary to drive theory, the results indicated that anxiety tends to weaken the bond between pairs of verbal associates, reducing the frequency of common responses. The decrement in commonality was least in words of high response strength. It was concluded that loosened verbal associations—in mild form—are typical reactions to stress in normal persons. The implications of the results are discussed in reference to dedifferentiation theory and psychopathology.

Word Association of Time-Altered Auditory and Sual Stimuli in Aphasia

1981 ◽  
Vol 24 (2) ◽  
pp. 233-246 ◽  
Author(s):  
Robert Goldfarb ◽  
Harvey Halpern
Keyword(s):  
Word Association

Response Strength of Young Children in Operant Audiometry

1985 ◽  
Vol 28 (4) ◽  
pp. 539-547 ◽  
Author(s):  
Michael A. Primus ◽  
Gary Thompson
Keyword(s):  
Young Children ◽  
Response Strength ◽  
Ratio Schedule ◽  
Intermittent Reinforcement ◽  
Response Recovery ◽  
Conditioning Rate ◽  
Response Performance ◽  
Response Consistency ◽  
Measured Response ◽  
Response Habituation

An operant conditioning discrimination paradigm was evaluated in terms of relationships between response behavior of young children and two stimulus components of the paradigm, the discriminative stimulus (DS) and the reinforcing stimulus (RS). Experiment I measured response performance in normal 1-year-old subjects as a function of differences in intensity and/or complexity among three DSs. Results showed no significant differences in conditioning rate, habituation, or consistency of the conditioned response relative to variable properties of the DS. Experiment II examined response performance of normal 2-year-old children as a function of two modifications in the RS, reinforcement schedule and reinforcement novelty. Subjects reinforced on a variable-ratio schedule of intermittent reinforcement and subjects reinforced on a 100% schedule demonstrated equivalent response habituation and consistency. In the second part of the experiment, subjects receiving novel RSs showed significantly greater response recovery than subjects reinforced with familiar RSs. Comparison of normal 1- and 2-year-old children revealed similar rates of conditioning and response consistency. However, 2-year-olds habituated more rapidly than 1-year-olds.

Effects of Translation Ambiguity in Bilingual Word Association

2013 ◽  
Author(s):  
Katharine Donnelly Adams ◽  
Janet G. Van Hell ◽  
Natasha Tokowicz
Keyword(s):  
Word Association ◽  
Translation Ambiguity

Controlled Oral Word Association Test

1983 ◽  
Author(s):  
A. L. Benton ◽  
de S. K. Hamsher ◽  
A. B. Sivan
Keyword(s):  
Word Association ◽  
Association Test ◽  
Word Association Test
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