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Peer reviewedRichardson, Jack – American Journal of Psychology, 1976
The evidence from studies of component selection in paired-associate learning is reviewed and then considered in relation to Martin's (1968) hypothesis of encoding variability and Rudy's (1974) model of variations in the associative process. Component-selection tasks are also compared to verbal concept-formation tasks. (Editor)
Descriptors: Concept Formation, Cues, Learning Theories, Memory
Peer reviewedHomzie, M. J.; And Others – American Journal of Psychology, 1973
Ninety six second graders each had three study/test trials with picture/picture or picture/word associates. Article investigated their responses. (Author/RK)
Descriptors: Children, Diagrams, Memory, Paired Associate Learning
Berry, Franklin M.; And Others – Journal of Experimental Psychology, 1973
The present experiment was designed to give attention to a potentially important parameter, that of paired-associate task modality. (Author/RK)
Descriptors: Analysis of Variance, Association (Psychology), Cues, Factor Analysis
Medin, Douglas L. – Journal of Verbal Learning and Verbal Behavior, 1972
Descriptors: Error Patterns, Experiments, Language Research, Learning Theories
Peer reviewedMueller, Donald J.; Gumina, James M. – Perceptual and Motor Skills, 1972
Descriptors: Associative Learning, Cognitive Processes, Learning Processes, Learning Theories
Peer reviewedWicker, Frank W. – Perceptual and Motor Skills, 1971
Descriptors: Cognitive Processes, College Students, Imagery, Learning Theories
Peer reviewedLott, Albert J.; And Others – Journal of Personality and Social Psychology, 1970
Descriptors: Attitudes, College Students, Cues, Experiments
Peer reviewedLey, Ronald; Locascio, David – Psychological Reports, 1970
Descriptors: College Students, Expectation, Learning Processes, Learning Theories
Wright, John H.; Gescheider, George A. – J Psychol, 1970
Descriptors: College Students, Learning Theories, Memory, Paired Associate Learning
Peer reviewedZimler, Jerome; Keenan, Janice M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 1983
Three experiments compared congenitally blind and sighted adults and children on paired-associate, free-recall, and imaging tasks presumed to involve visual imagery in memory. In all three, blind subjects' performances were remarkably similar to the sighted. Results challenge previous explanations of performance such as Paivio's (1971). (Author/RD)
Descriptors: Adults, Age Differences, Blindness, Cluster Grouping
Peer reviewedNelson, Thomas O.; And Others – Journal of Experimental Psychology: General, 1979
The kind of semantic information that facilitates relearning was investigated. The paradigm consisted of three stages: (1) learn a list of number-word pairs; (2) return for a retention test; and (3) relearn a new list of pairs that have various kinds of semantic relatedness to the originally learned pairs. (Author/CTM)
Descriptors: Cues, Higher Education, Memorization, Memory
McKoon, Gail; Ratcliff, Roger – Journal of Verbal Learning and Verbal Behavior, 1979
Four experiments examined priming between newly learned paired associates through two procedures, lexical decision and item recognition. Results argue against a functional separation of the semantic and episodic memory systems. (Author/AM)
Descriptors: Association (Psychology), Cognitive Processes, Experimental Psychology, Learning Processes
Reynolds, James H. – Journal of Experimental Psychology: Human Learning and Memory, 1977
Tulving and others (Tulving, 1974; Tulving & Madigan, 1970) have distinguished two kinds of forgetting of verbal information: trace-dependent forgetting and cue-dependent forgetting. Attempts to determine which type occurs in retroactive inhibition of free-recall learning. (Author/RK)
Descriptors: Charts, Data Analysis, Experimental Psychology, Experiments
Peer reviewedLebrato, Mary T.; Ellis, Norman R. – American Journal of Mental Deficiency, 1974
Three experiments assessed the relative effectiveness of an imagery mnemonic on the paired-associate learning of 24 nonretarded and 24 educable mentally retarded adolescents. (Author/MC)
Descriptors: Adolescents, Exceptional Child Research, Imagery, Mediation Theory
PDF pending restorationRyan, Michael P. – 1975
It sometimes happens that one is unable to recall a word or name that he feels he knows very well. This state of frustrated recall is referred to as a tip-of-the-tongue (TOT) experience. Two experiments were devised to compare the ability of a weak trace and a decoding-failure model to predict the conditions under which TOT reports would be most…
Descriptors: Cognitive Style, Higher Education, Learning Processes, Learning Theories
