Two paired-associate (PA) learning studies observed the acquisition performance of 85 college students with either odors or abstract figures as stimuli and numbers as responses. (Editor)

In each of four paired-associate studies with verbs and adverbs, more correct responses occurred with the verb-adverb order than with the adverb-verb order. (Editor)

Two experiments compared concrete nouns and numbers as retrieval cues for paired associates across three recall tests with Ss given instructions to form unbiased mnemonics, mnemonics biased toward the noun, mnemonics biased toward the number, or control instructions. (Editor)

The present study was designed to investigate the manner in and the extent to which a subject's experience with the position of items influences the strength of interitem associations as they are measured by intralist intrusions, by the association method, and by transfer effects on paired-associate performance. (Author/RK)

The present study aimed to apply to the retention of a serially learned list some principles suggested by recent research on interference in the retention of paired associates. (Author/RK)

The results of the present study indicated that learning under feedback type A (presentation of correct response) occurred more rapidly than under type B (presentation of the position of the correct response). (Author)

The primary purpose of this study was to determine if the mentally retarded child is capable of the long-term retention of mediational links that he has formulated previously on a paired-associate task. (Author)

The purpose of this experiment was to determine if the verbal system is involved in coding pictorial reresentations when the task requires the acquisition of their relative order. (Author)

Paivio's conceptual peg hypothesis was re-evaluated, intending to take proper account of the integrating image. (Editor/RK)

Attempts to help specify the boundary conditions for use of the recognition-recall method, i.e., recall made conditional upon recognition, and to use this method to evaluate a hypothesis about stimulus-concreteness effects with low-meaningful responses. (Author/RK)

The present study attempted to determine whether young children can make implicit chains involving images and words. (Author)

Two experiments were conducted and the results of both experiments were viewed as consistent with the hypothesis that episodic information (e.g., word pairs, word grouping) is stored separately from semantic information (categories) in long-term memory. (Editor/RK)

The purpose of the present study was to investigate the nature of the processing of material for recall and recognition as a function of Ss' knowledge of mode of test in order to provide an interpretation of earlier studies. (Author/RK)

School achievement was positively related to performance on the abstract task and was generally unrelated to performance on the concrete task. (Authors)

Purpose of the study was to investigate further the nature of an imagery dimension as it relates to the storage of individual, object-referent words. (Authors)