scholarly journals Facilitative effects of stimulus familiarization on paired associates verbal learning

1968 ◽  
Vol 10 (2) ◽  
pp. 43-44
Author(s):  
Hildegard Corbet ◽  
Marilyn E. Marshall
Keyword(s):  
Verbal Learning ◽  
Paired Associates ◽  
Stimulus Familiarization

Children's Verbal Learning and Comprehension in Aural and Visual Modes

1974 ◽  
Vol 38 (2) ◽  
pp. 503-509
Author(s):  
David V. Williams
Keyword(s):  
Verbal Learning ◽  
Visual Presentation ◽  
Practice Effects ◽  
Educational Settings ◽  
Paired Associates ◽  
Auditory Mode ◽  
Stimulus Materials

Paired-associates, sentences, and prose passages were compared in auditory and visual presentation to students in Grades 4 and 6. Immediate and delayed measures of memory/comprehension were employed. The materials were chosen to be representative of verbal activities in educational settings and tasks separately employed in previous studies. The auditory mode was significantly superior in the prose-delayed condition. A second study assessed the effects of “availability” of stimulus materials across modes, pointing to the need for a clearer undersranding of variables associated with mode and practice effects within modes.

The Effect of Warm-Up on Rote Learning Performance

1972 ◽  
Vol 38 (8) ◽  
pp. 623-627 ◽  
Author(s):  
Herbert J. Prehm ◽  
Donald R. Logan ◽  
Maxine Towle
Keyword(s):  
Early Stage ◽  
Verbal Learning ◽  
Mentally Retarded ◽  
Learning Performance ◽  
Experimental Task ◽  
Rote Learning ◽  
Warm Up ◽  
Paired Associates ◽  
The Third ◽  
Early Stages

The primary purpose of this investigation was to determine if mentally retarded subjects, when compared to nonretarded subjects, exhibit a deficit in the early stages of rote verbal learning. Its second purpose was to determine if the hypothesized early stage deficit in retarded children could be reduced. Ninety mentally retarded and 90 nonretarded subjects were randomly assigned to three pretraining groups. The pretraining task was a list of four nonmeaningful paired associates. One group received no pretraining, the second received 3 trials on the pretraining list, and the third, 9 trials. The experimental task consisted of six nonmeaningful paired associates. Analysis of the data indicated that the retarded subjects exhibited a pronounced deficit in the early stage of learning and that pretraining had no effect on performance.

A Clinical Study of Post-Traumatic Amnesia

1971 ◽  
Vol 16 (4) ◽  
pp. 341-346
Author(s):  
O. Schwartz ◽  
G. C. Sisler
Keyword(s):  
Head Injuries ◽  
Verbal Learning ◽  
Paired Associates ◽  
Immediate Recall ◽  
Criterion Score ◽  
Traumatic Amnesia ◽  
Initial Learning ◽  
Head Injured ◽  
Post Traumatic ◽  
Injured Patients

Fifteen consecutive patients with head injuries, admitted to the neurosurgical services of the Winnipeg General and St. Boniface hospitals, were given two memory tests within 24 hours following recovery of consciousness. The first test concerned immediate recall of a series of digits, presented orally. The second was a paired-associates test which involved learning and retaining pairs of stimuli and also required that when one stimulus of the pair is given the subjects correctly respond with the other associated stimulus. Fifteen control subjects admitted to hospital for acute episodes other than head injury were tested. The controls were matched with the head-injured subjects for age and education. During the eight-minute retention interval a distraction stimulus was administered randomly to six of the head-injured subjects and to six matched controls. No defect was found in immediate (a few seconds) memory of the head-injured group. The distracting stimulus had no significant influence on retention. Verbal learning, as defined by the number of trials to reach a criterion score on a memory test, was impaired and verbal retention, tested by recall at one hour after the initial learning period, was also impaired. These findings suggest that head-injured patients have at least a temporarily decreased ability to form lasting memory traces.

Die Anwendung des Wortassoziationstests in der Gedächtnisdiagnostik bei älteren Patienten

2002 ◽  
Vol 15 (1) ◽  
pp. 1-12
Author(s):  
Thomas Merten
Keyword(s):  
Verbal Memory ◽  
Older Patients ◽  
Word Association ◽  
Verbal Learning ◽  
Free Association ◽  
Neuropsychological Measures ◽  
Paired Associates ◽  
Word Association Test ◽  
Neurological Patients ◽  
Age Range

Use of the Word Association Technique for Memory Assessment in Older Patients Summary: A free single-word association test (WAT) was performed with 82 older neurological patients (age range: 60 to 85 years), as part of a comprehensive neuropsychological assessment. A list of 25 items was read to the patients twice. First, free associations were obtained and then, response consistency checked immediately. The number of correct repetitions was demonstrated to correlate substantially with other indicators of verbal memory (up to 0.77), such as Wechsler's Logical Memory, Wechsler's Verbal Paired Associates, and verbal learning scores in a selective reminding procedure, but also with rough estimates of cognitive dysfunction such as the Mini-Mental State score (0.59). Total free association response time yielded similarly high correlations with neuropsychological measures, but this was not the case for traditional WAT variables, such as response commonality. The older patients showed a tendency towards preferring paradigmatic associates, such as superordinate, coordinate or synonym responses, in contrast to syntagmatic reactions.

Personality as a Determinant of Paired-Associates Learning

1974 ◽  
Vol 39 (1) ◽  
pp. 315-324 ◽  
Author(s):  
J. F. Allsopp ◽  
H. J. Eysenck
Keyword(s):  
Verbal Learning ◽  
Drive Level ◽  
Grammar School ◽  
Paired Associates ◽  
State Scale ◽  
Sixth Form

Predictions based on theories of verbal learning proposed by Spence and Eysenck were compared by presenting either a non-competitive or competitive list of paired-associates to groups of sixth form grammar school boys containing 42 and 59 Ss respectively. The only relation found between drive level as measured by either the MAS or A-state scale was that medium-scoring MAS Ss performed significantly worse than high- or low-scoring Ss on the competitive list. Support was obtained for the hypotheses, firstly, that performance would be related to Eysenck's hypothetical dimension of arousal ranging from stable extraversion to neurotic introversion in the manner described by the inverse-U relation, and, secondly, that good performance on the competitive list would be related to extraversion.

Effect of Ego-Involvement Instructions and Intralist Similarity on Stimulus Generalization Errors in Paired-Associate Learning

1972 ◽  
Vol 31 (1) ◽  
pp. 243-248 ◽  
Author(s):  
Eva D. Ferguson
Keyword(s):  
Paired Associate ◽  
Verbal Learning ◽  
Paired Associate Learning ◽  
Learning Performance ◽  
Stimulus Generalization ◽  
Associate Learning ◽  
Paired Associates ◽  
Intralist Similarity ◽  
Ego Involvement ◽  
Generalization Errors

To assess the effect of motivation and list characteristics on verbal learning performance, 60 Ss in a 3 × 2 factorial design learned paired associates consisting of CVC as stimuli and digits as responses, in lists of high or low formal intralist similarity and under high, low, or control Ego-involvement (E-I) conditions. No significant differences in errors were found as a function of ego involvement. The increase of errors with high formal intralist similarity was specific to the effect of stimulus generalization and did not represent an over-all increase in list difficulty: no significant differences were found between lists for non-generalization errors but significant list differences were found for stimulus-generalization intrusions ( p < .01).

Verbal Learning: Incremental vs. All-Or-None Theory

1970 ◽  
Vol 22 (2) ◽  
pp. 196-204
Author(s):  
John T. E. Richardson
Keyword(s):  
Verbal Learning ◽  
Drop Out ◽  
Incremental Theory ◽  
Paired Associates

The incremental and all-or-none theories of verbal learning are compared by means of a little-used but methodologically superior variation of the “drop-out” paradigm with paired associates. Earlier experiments purporting to be relevant to the controversy are rejected as failing to offer a conclusive distinction between the two theories. The results presented here are taken to support the incremental theory. It is suggested that irregularities in the results of this and other experiments are caused by several intrusive factors, and a “dual-factor” hypothesis which was put forward to account for these irregularities is questioned on logical and methodological grounds.

A Comparison of Grouped and Paired Associates in Verbal Learning

1963 ◽  
Vol 69 (1) ◽  
pp. 163-168
Author(s):  
Don R. Justesen ◽  
Lyle E. Bourne
Keyword(s):  
Verbal Learning ◽  
Paired Associates

Substitution of California Verbal Learning Test, Second Edition for Verbal Paired Associates on the Wechsler Memory Scale, Fourth Edition

2012 ◽  
Vol 26 (4) ◽  
pp. 599-608 ◽  
Author(s):  
Justin B. Miller ◽  
Bradley N. Axelrod ◽  
Lisa J. Rapport ◽  
Robin A. Hanks ◽  
Jesse R. Bashem ◽  
...  
Keyword(s):  
Verbal Learning ◽  
California Verbal Learning Test ◽  
Fourth Edition ◽  
Paired Associates ◽  
Wechsler Memory Scale ◽  
Learning Test
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