scholarly journals The effects of training procedure, response similarity, and number of response alternatives in multiple-choice paired-associate learning

1965 ◽  
Vol 3 (1-12) ◽  
pp. 331-332 ◽  
Author(s):  
James R. Hawker
Keyword(s):  
Paired Associate ◽  
Multiple Choice ◽  
Paired Associate Learning ◽  
Training Procedure ◽  
Associate Learning ◽  
Response Alternatives

Information Processing by Performers and Observers in a Paired Associate Learning Task

1979 ◽  
Vol 31 (2) ◽  
pp. 197-205 ◽  
Author(s):  
Paul Eelen ◽  
Géry D'Ydewalle
Keyword(s):  
Information Processing ◽  
Learning Strategy ◽  
Paired Associate ◽  
Learning Task ◽  
Paired Associate Learning ◽  
Response Alternative ◽  
Associate Learning ◽  
Recognition Procedure ◽  
Response Alternatives ◽  
And Performance

The effects of two training procedures on learning and performance are compared. Performers select a response alternative for each stimulus on Trial 1 and receive feedback in terms of “Right” or “Wrong”. Observers receive the same information by listening to the experimenter. Experiment I tests the hypothesis that performers and observers are using a different learning strategy when there are only two response alternatives available for each stimulus on Trial 1. A recognition procedure was used on Trial 2; each stimulus was followed by four alternatives, two of them being the same as presented on Trial 1. Subjects have to recognize the two “old” alternatives. Performers are always better at recognizing the chosen alternative, whereas observers are better at recognizing the correct alternative. Experiment II extends the comparison between performers and observers to a task with four response alternatives on Trial 1. There are no longer differences in performance between the two training procedures.

Analysis of Wisc Coding: 4. Paired-Associate Learning and Performance Strategies

1973 ◽  
Vol 37 (3) ◽  
pp. 695-698 ◽  
Author(s):  
E. G. Johnson ◽  
J. G. Lyle
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
Training Procedure ◽  
Associate Learning ◽  
Paired Associates ◽  
And Performance ◽  
Learning And Performance ◽  
Performance Strategies

A training procedure was used to ensure equal familiarity with the number-symbol pairs of the code of the WISC for both good and poor coders. The former learned more readily than the latter, but subsequent scores on the coding task were equivalent for both groups when account was taken of differences in writing speed. Two possible sources of slower performance were investigated: time taken to refer to the code and time spent scanning completed work. These were not found to be related to poor coding performance. It was concluded that learning of the paired-associates and writing speed discriminated between good and poor coders.

Learning Rate Constant in Relationship to Number of Stimuli and Number of Alternatives

1965 ◽  
Vol 16 (3_suppl) ◽  
pp. 1259-1260 ◽  
Author(s):  
Irwin D. Nahinsky ◽  
David H. Dodd
Keyword(s):  
Factorial Design ◽  
Rate Constant ◽  
Significant Relationship ◽  
Paired Associate ◽  
Learning Model ◽  
Paired Associate Learning ◽  
Learning Rate ◽  
Associate Learning ◽  
Response Alternatives

A 3×3 factorial design was used to assess the effects of number of stimuli and of number of response alternatives in paired-associate learning upon the learning rate constant as determined by a duo-process paired-associate learning model. An increase in number of stimuli significantly decreased the learning rate constant while no significant relationship between number of alternatives and the learning rate constant was found.

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.

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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