Article supports a duoprocess theory of concept identification which assumes semi-independent and sequential dimension selection and paired-associate learning. (Author)

The results of this study suggest that mnemonics may have little or no direct effect upon retention, although they profoundly influence the rate of original learning. Based upon a dissertation submitted in partial fulfilment of the requirements for the PhD., University of California, Berkeley, 1968. (Author/FWB)

The effects of five elaboration conditions on the paired associate learning of 50 educable mentally retarded children (mean age 9 years) were investigated. Four of the conditions were included in a two factor design (type of relation x familiarity); the fifth (nonsense condition) was included as an outside control. Ten children were tested in each…

The purpose of this research project was to evaluate the effects of prompts and cues in paired-associate learning. Experiment One was to investigate the effects of cues and prompting on the learning of Japanese vocabulary. Experiment Two duplicated the above using digit-nonsense syllable combinations as the paired associates. The next three…

This study examines the effects on long-term retention of variations in intensity and temporal parameters of arousal following a single learning trial in a paired-associate task. Intensity of arousal was manipulated by using two levels of noise, 75 db. and 90 db., and a condition without noise. Noise was delivered to the 56 female university…

The study is based on the assumption that certain noncognitive factors influence the learning process, and attempts to tentatively isolate what such variables might be. Subjects were 93 students enrolled in a General Psychology course. Each completed the Myers-Briggs Type Indicator, and was then assigned randomly to one of 4 treatment groups: (1)…

Reported were two studies designed to clarify the effects of verbal elaboration on children's learning. Study I was undertaken to replicate, with controlled training times, an earlier investigation of the effects of three types of extended verbal elaboration (sentences, semantic paragraphs, and syntactic paragraphs). Trials to criterion analyses…

The purpose of this study was to (1) compare the semantic relationships among common nouns obtained via two different measurement procedures and (2) determine if the use of these relationships to classify the various words results in differential degrees of learning when the stimuli are cast in terms of the paired-associate learning paradigm.…

Two vocabulary tasks--one production and one recognition--were compared with the expectation that the recognition task would yield better performance than the production task. The pairs of pictures used in the recognition task were divided into eight groups defined on target and distractor frequency and same-different conceptual category…

The purposes of this study were to determine if test stimulus was a member of the memory set and if items in an interactive image held in short term memory (STM) could be scanned simultaneously. In experiment one, 50 university subjects compared a test word with a set of one to three words held in STM. The rate of STM search was obtained by…

An experiment compared the effectiveness of color and non-color (black-and-white) pictures in a paired associate learning task. The study also used individual eye movement quantifications as a predictor of preference for color and non-color pictures. Specifically, eye movement fixation patterns were used as indices of preference for color and…

Using a yoked control procedure, kindergarteners either produced or observed interactions between pairs of toys. Children who performed rather than observed remembered the pairings over time. (ST)