The effect of extensive reading and paired-associate learning on long-term vocabulary retention: An event-related potential study

2012 ◽  
Vol 521 (2) ◽  
pp. 125-129 ◽  
Author(s):  
Eunjin Chun ◽  
Sungmook Choi ◽  
Junsoo Kim
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
Event Related Potential ◽  
Extensive Reading ◽  
Associate Learning ◽  
Vocabulary Retention ◽  
Potential Study

Evidence of Acoustic Coding in Long-Term Memory

1971 ◽  
Vol 23 (1) ◽  
pp. 1-7 ◽  
Author(s):  
H. C. A. Dale ◽  
Alex McGlaughlin
Keyword(s):  
Retroactive Interference ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Long Term Memory ◽  
Acoustic Similarity ◽  
Control Groups ◽  
Associate Learning ◽  
High Degree ◽  
Degree Of Similarity

Contrary to previous indications, retroactive interference in long-term paired associate learning was found to be a function of acoustic similarity. Experimental groups were exposed to the A–B, A′–C paradigm where corresponding stimuli were homophones. Their retention scores were substantially and significantly lower than control groups run with an A–B, C–D paradigm. The failure of previous studies to reveal effects of acoustic similarity in this way is attributed to the use of an insufficiently high degree of similarity.

scholarly journals Acoustic similarity in long-term paired-associate learning

1969 ◽  
Vol 16 (4) ◽  
pp. 209-211 ◽  
Author(s):  
H. C. A. Dale ◽  
A. D. Baddeley
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
Acoustic Similarity ◽  
Associate Learning

Temporary Forgetting of Nonsense Syllables in Paired-Associate Learning

1974 ◽  
Vol 35 (2) ◽  
pp. 915-918
Author(s):  
Jeanne K. Andriot
Keyword(s):  
Undergraduate Students ◽  
Sensory Input ◽  
Paired Associate ◽  
Intermediate Stage ◽  
Paired Associate Learning ◽  
Limited Capacity ◽  
Associate Learning ◽  
Multi Stage ◽  
Memory Buffer

34 undergraduate students were assigned to learn one of two lists of 8 CVCs paired with two-digit numbers. After the “memory buffer,” a limited-capacity intermediate stage between sensory input and long-term store, was filled, all Ss forgot old syllables when adding new ones a significant number of times. The CVCs of one list had an association value of 80% and those of the other list an association value of 20%. Although CVCs having lower association values required a greater number of trials to reach criterion there was no significant interaction between association value and the displacement of syllables. This study was designed to support Atkinson's (1969), Feigenbaum's (1969), and Talland's (1968) multi-stage learning models by showing that after the memory buffer is filled in paired-associate learning using the anticipation method, new syllables are learned at the expense of forgetting old syllables.

scholarly journals Event-Related Potential Correlates of Acquisition and Retrieval of Verbal Associations in Schizophrenics and Controls

2000 ◽  
Vol 14 (2) ◽  
pp. 87-96 ◽  
Author(s):  
Lioba Baving ◽  
Brigitte Rockstroh ◽  
Patricia Rößner ◽  
Rudolf Cohen ◽  
Thomas Elbert ◽  
...  
Keyword(s):  
Paired Associate ◽  
Event Related Potentials ◽  
Learning Task ◽  
Paired Associate Learning ◽  
Event Related Potential ◽  
New Combinations ◽  
Associate Learning ◽  
Schizophrenic Patients ◽  
Related Potentials ◽  
The One

Abstract Reduced amplitudes of event-related potentials (ERP) have often been reported for schizophrenic patients. Positive ERPs were examined in 16 schizophrenic patients and 16 controls in a visual paired-associate learning task, in which successful learning of word pairs was evidenced by recognition of “old” versus “new” word pairs. Patients performed significantly poorer than controls. During acquisition the to-be-associated word pairs evoked a P2 and positive Slow Wave (SW) of similar amplitude in both groups. Although the recognition of items as “old” induced larger positive ERPs in controls, ERPs did not vary with recognition in patients. The presentation of the word pairs (50% old, 50% new combinations) evoked a pronounced posterior positive SW in patients but an anterior negative SW in controls. This pattern is identical to the one obtained from a previous paired-associate learning task with cue-recall and suggests that schizophrenic patients are capable of producing large amplitude positive waves under conditions different from those typical for P300 evocation in normals. The larger positive SW may indicate increased effort to compensate for deficient acquisition or association formation.

Reactivity of Judgments of Learning in a Levels-of-Processing Paradigm

2020 ◽  
Vol 228 (4) ◽  
pp. 278-290 ◽  
Author(s):  
Eylul Tekin ◽  
Henry L. Roediger
Keyword(s):  
Target Word ◽  
Paired Associate ◽  
Judgments Of Learning ◽  
Paired Associate Learning ◽  
Levels Of Processing ◽  
Pleasantness Rating ◽  
Associate Learning ◽  
Counting Task ◽  
Reactive Effect ◽  
Target Words

Abstract. Recent studies have shown that judgments of learning (JOLs) are reactive measures in paired-associate learning paradigms. However, evidence is scarce concerning whether JOLs are reactive in other paradigms. In old/new recognition experiments, we investigated the reactivity effects of JOLs in a levels-of-processing (LOP) paradigm. In Experiments 1 and 2, for each word, subjects saw a yes/no orienting question followed by the target word and a response. Then, they either did or did not make a JOL. The yes/no questions were about target words’ appearances, rhyming properties, or category memberships. In Experiment 3, for each word, subjects gave a pleasantness rating or counted the letter “e ”. Our results revealed that JOLs enhanced recognition across all orienting tasks in Experiments 1 and 2, and for the e-counting task in Experiment 3. This reactive effect was salient for shallow tasks, attenuating – but not eliminating – the LOP effect after making JOLs. We conclude that JOLs are reactive in LOP paradigms and subjects encode words more effectively when providing JOLs.

Age, pacing, and imagery in paired-associate learning.

1976 ◽  
Vol 12 (2) ◽  
pp. 119-124 ◽  
Author(s):  
Nancy J. Treat ◽  
Hayne W. Reese
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
Associate Learning
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