Nelson, Brooks, and Wheeler (1975) found that interference effects produced by physical similarity among word stimuli in paired associates result from the disruption of contact with the functional stimulus and that interference with associative retrieval is minimal. Data in this research challenge their conclusion on several grounds. (Author/RK)

Subjects were given tests of visual memory using stimuli which were similar, but not identical, to those used in a subsequent paired-associate learning task. Scores on the visual memory and the paired-associate tasks were then used for analysis. (Author/RK)

Children learn noun pairs presented in sentences more readily than noun pairs presented alone; such a sentence effect is not found in college students. Two experiments were performed to evaluate the hypothesis that this discrepancy can be attributed to an interaction between experimental conditions and developmental level. (Editor)

The purpose of the present experiments was to further explore the role of choice by giving Ss the opportunity to choose the stimulus words rather than the response words. (Author)

This study attempted to answer two questions: should variable or constant grapheme-phoneme correspondence be introduced initially and should paired-associate or conceptual training be used in initial training. (Author/RK)

To study the effects of task and sample variation upon paired-associates (PA) performance, six third-grade and six sixth-grade classes in two urban schools were tested on two PA tasks, one pairing pictures of familiar objects (PA-CF), the other pairing nonsense syllables with Japanese "kanji" (PA-K). Hypotheses tested were: (1) Mean level of…

The accuracy of the feeling-of-knowing was assessed with regard to recall and recognition under three conditions: advanced or nonadvanced organizers; learned or nonlearned information; and sex differences. Twenty subjects learned pair-associates and were tested for recall and recognition, accompanied by ratings of feeling-of-knowing strength.…

In the present study, acoustic similarity and word frequency were varied and their effects independently assessed on free-recall-learning (FRL) and paired-associate-recognition (PAR) tasks. (Author)

The chaining, position, and dual-process hypotheses of serial learning (SL) as well as serial recall, reordering, and relearning of paired-associate learning were examined to establish learning patterns. Results provide evidence for dual-process hypothesis. (DS)

Research based on author's master thesis and supported by funds from the National Science Foundation. (DS)

Two experiments were performed to investigate the effects of noise-induced arousal on immediate recall of visually presented paired-associate adjectives. (Authors)

Study demonstrates the powerful facilitative effects of both sentences and interactive pictures in PA tasks, replicating previous findings. (Authors/MB)

Experiment was designed to test the explanation of the developmental interaction separately for the item learning and associative learning components. (Author)

Focuses on the effect of verbal and pictorial stimuli on paired associate learning. The discussion centers on the traditional finding that learning is easier with pictures than with words as stimuli. Hypothesizes that this effect is caused by differential coding and storing strategies for words and pictures. (Editor/RK)