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)

A paired-associate task relational or non-relational visual and linguistic stimuli was presented to kindergarten and fifth-grade students. Results indicated that a relationship in both modes facilitated recall better than a relationship in only one mode, and that a relationship in either mode was better for recall than none at all. (DP)

In an attempt to examine the generalizability of the Kendler S-R mediational model of reversal-shift behavior, 60 third-grade children were classified as either verbal mediators or nonmediators on the basis of their performance on an optional-shift discrimination problem. The children's performances were then evaluated on three tasks. (Author/CS)

Investigated whether there exists a stage of development at which "imagery-inducing motor activity" ceases to be facilitative relative to the effectiveness of alternative kinds of associative-learning strategies. (Author/SDH)

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)

Describes three experiments which investigated memory for items and order in a progressive elaboration paired-associates task. Subjects were kindergarteners, second and fourth graders. Experiments I and II indicated an age effect on order retention which was overcome through instruction in Experiment III. (JMB)

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)

Submitted in partial fulfillment of the PhD degree at the University of Connecticut and supported by Grant M-1099 from the National Institute of Mental Health.

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…

Isolation of optimal instructional processes to provide information feedback and to motivate disadvantaged children was the goal of this comparative study of reinforcement contigencies. The subjects were 21 black children from 45 to 65 months of age. Children were ranked on the PPVT and a learning program pretest, then randomly assigned to three…

The purpose of this study was to test associative skills by means of a paired-associate task with varied mediational instructions. Subjects were 84 first grade ghetto children, 25% of whom were from Spanish-speaking homes; virtually all the other subjects were black. The 3 x 2 x 4 factorial design included: three mediation sets (imagery,…

This study was designed to determine whether subjects who received one of three treatments of color cues in an instructional program differed significantly on three learning tasks. Subjects were randomly selected from the kindergarten populations of two Michigan public schools and were assigned to one of three treatment groups. Eight letter-like…

Twenty institutionalized adult retardates (10 men, 10 women) were administered paired-associate bigrams (letter-letter, letter-number, number-letter) in an A-B, B-C, A-C paradigm. One-half of the items were designed to enhance positive transfer and one-half negative transfer, and each subject learned both in scrambled (nonsystematized bias)…