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Loftus, Geoffrey R.; Wickens, Thomas D. – J Exp Psychol, 1970
Descriptors: Memory, Motivation, Paired Associate Learning, Responses
Tzeng, Ovid J. L. – Journal of Experimental Psychology, 1971
Descriptors: Hypothesis Testing, Paired Associate Learning, Verbal Learning
Kimble, Gregory A. – Journal of Experimental Psychology, 1971
Descriptors: Comparative Analysis, Paired Associate Learning, Task Performance
Kellas, George; Butterfield, Earl C. – J Exp Child Psychol, 1970
Free paired-associate task performance is aided by pronunciability, and facilitation of performance due to relevant pretraining increases as pronunciability decreases. (MH)
Descriptors: Paired Associate Learning, Pronunciation, Task Performance, Training
Weinstock, Roy B.; Daly, Helen B. – Journal of Experimental Psychology, 1971
Descriptors: Paired Associate Learning, Responses, Task Performance, Testing
Runquist, Willard N. – Journal of Experimental Psychology, 1971
Descriptors: Interference (Language), Paired Associate Learning, Stimulus Devices
Cho, Sam; Mitchell, Daniel S. – Journal of Experimental Psychology, 1971
Descriptors: Hypothesis Testing, Paired Associate Learning, Stimulus Generalization
Taylor, David A.; Binder, Arnold – J Exp Psychol, 1970
Descriptors: Cues, Paired Associate Learning, Transfer of Training
Mosberg, Ludwig – J Exp Psychol, 1970
Descriptors: Feedback, Hypothesis Testing, Paired Associate Learning, Responses
Direct linkDewar, Kathryn; Xu, Fei – Developmental Psychology, 2007
In 3 experiments, 9-month-old infants' expectations for what distinct count noun labels refer to were investigated. In Experiment 1, a box was opened to reveal 2 objects inside during familiarization: either 2 identical objects or 2 different objects. Test trials followed the same procedure, except before the box was opened, the contents were…
Descriptors: Nouns, Infants, Expectation, Familiarity
de Groot, Annette M. B. – Language Learning, 2006
This study examined the effects of three stimulus variables and background music on paired-associate learning of foreign language (FL) vocabulary. The stimulus variables were the frequency and concreteness of the native language (L1) words and the (phonotactical) typicality of the FL words. Sixty-four L1-FL pairs were presented for learning six…
Descriptors: Auditory Stimuli, Music, Second Language Learning, Vocabulary Development
Download full textStockall, Nancy – Forum on Public Policy Online, 2007
This paper addresses several inconsistencies in the phonological deficit theory of dyslexia in relation to children with language impairments. Results from studies in the reading and language literature inform readers of the critical elements of phonemic awareness that predict later reading success. These elements combined with explicit…
Descriptors: Phonemic Awareness, Language Impairments, Reading Instruction, Paired Associate Learning
Igo, L. Brent; Kiewra, Kenneth A.; Zumbrunn, Sharon K.; Kirschbaum, Allison L. – Journal of Experimental Education, 2007
Students (N = 124) viewed 14 timed Web pages that distinguished 14 confusing word pairs. In a 2 x 2 factorial design, the authors gave all of the students matrices containing representational pictures for each pair of words, as well as examples of each word in use. One factor in the design was the absence or presence of rules of usage for each…
Descriptors: Web Sites, Paired Associate Learning, Visual Measures, Pictorial Stimuli
Hulme, Charles; Goetz, Kristina; Gooch, Debbie; Adams, John; Snowling, Margaret J. – Journal of Experimental Child Psychology, 2007
We report two studies examining the relations among three paired-associate learning (PAL) tasks (visual-visual, verbal-verbal, and visual-verbal), phoneme deletion, and single-word and nonword reading ability. Correlations between the PAL tasks and reading were strongest for the visual-verbal task. Path analyses showed that both phoneme deletion…
Descriptors: Phonemes, Word Recognition, Reading Ability, Paired Associate Learning
Peer reviewedBrainerd, Charles J. – Child Development, 1978
Reports three experiments which examined whether three- and four-year-olds learn simple letter-numeral pair associations incrementally or in an all-or-none manner. Results were consistent with the hypothesis that these items were learned in an all-or-none manner. (JMB)
Descriptors: Learning Processes, Paired Associate Learning, Preschool Children, Research
