Discusses studies investigating children's processing of pictorial information focusing on the "conceptual peg" and response availability hypothesis, the covert verbalization hypothesis, production deficiency hypotheses, the "failure to read" hypothesis and explanations derived from frequency theories. (SB)

This experiment examined the learning of affective and neutral words in a paired-associate list for chronic schizophrenics and normals. It was predicted that, relative to normals, the chronic schizophrenics would learn much fewer affective words than neutral words. (Author)

Reported an experiment on the effects of taxonomic organization on 7- and 11-year-olds' free and cued recall of two- and four-category lists. Analysis used a stages-of-learning model that simultaneously delivered estimates of the impact of these manipulations on storage and retrieval components of recall. (Author/CB)

Describes three computer programs designed to control and execute standard methods for paired associate learning. They can be used in classroom demonstrations or laboratory exercises in experimental psychology. (RM)

Two experiments examined the role of meaningfulness (m), perceptual grouping, and organizational factors in recognition memory of consonant-vowel-consonant (CVC) trigram stimuli. (Editor)

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

Argues that first language acquisition is essentially based on a process very similar to classical conditioning. (TO)

Pretest measures of paired-associate learning and mediational skill were obtained on 36 educable mentally retarded children in primary grades, after which the children were assigned in groups of 12 to an intentional training condition, an observational learning condition, and a control group condition. (Author/MC)

Differential incentive values of verbal stimuli were tested under conditions of high and low reinforcement. Results indicated the 40 fifth grade boys acquired responses faster when high preference items were used. (ST)

Two experiments investigate the effects of mnemonic imagery on paired associate learning and retention of deaf and hearing children from verbally deficient populations. Interference with learning was built into both experiments by using lists of similar stimulus words; control groups learned lists with low stimulus similarity. (DP)

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)

Results of this study offer clear evidence that the verb facilitation effect in children's associative learning is not dependent on the presentation of a consistent verb connective. (Author)

Conjunctive (CJ), inclusive disjunctive (ID), and conditional (CD) concept conditions were compared with a paired-associate learning (PAL) condition using equivalent information tasks. (Author)

A discussion of experiments with four-year-old children posed with the paired-associate task of learning where nine different animals lived, using apparatus designed for self-instruction through picture matching. (Author)