scholarly journals Mediation in verbal paired-associate learning: the role of temporal factors

1964 ◽  
Vol 1 (1-12) ◽  
pp. 95-96 ◽  
Author(s):  
Rudolph W. Schulz ◽  
Eugene A. Lovelace
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Temporal Factors

scholarly journals Stimulus and response concreteness, imagery, and temporal factors in paired-associate learning

1968 ◽  
Vol 13 (6) ◽  
pp. 321-322
Author(s):  
A. Daniel Yarmey ◽  
Brian J. O’Neill ◽  
Dick de Ryk
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Temporal Factors

Role of Rules in Paired-Associate Learning

1979 ◽  
Vol 44 (2) ◽  
pp. 648-650 ◽  
Author(s):  
May F. D'amato ◽  
Mark Diamond
Keyword(s):  
Free Recall ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Unmixed List ◽  
Middle Letter

14 students in each of four groups learned a single unmixed list of 19 CVC pairs for 12 anticipation trials followed by a free recall of the pairs. In three of the four lists a single rule applied to all of the pairs. The rule was that the words in each pair changed first letter (rhymed), changed middle letter, or changed last letter. A fourth list contained only pairs of unrelated words. Mean number of correct anticipations per trial showed rhyming and end-change rules to be equally beneficial, although not as effective as the middle-change rule. Free recall of the pairs showed no differences among lists. Results were interpreted as supporting the hypothesis that rules facilitate retrieval by restricting the number of responses to be considered for each stimulus.

Role of Context Cues in Learning: Reply to Greeno

1968 ◽  
Vol 22 (2) ◽  
pp. 351-354 ◽  
Author(s):  
Eli Saltz ◽  
Joel W. Ager
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Compound Stimuli ◽  
Context Cues ◽  
Valuable Service

Greeno (1968) has performed a valuable service to the understanding of the role of context cues in paired-associate learning by stating the associative summation position sufficiently precisely so that the issues between this position and a differentiation position can be examined more systematically. The writers believe that Greeno's results are consistent with the Saltz and Wickey (1967) differentiation position and are systematically at odds with an associative summation model for the effect of color in compound stimuli as found in the Saltz (1963) study.

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