The Relationship between Learning Disability, Intelligence, and Paired-Associate Learning

1982 ◽  
Vol 140 (1) ◽  
pp. 97-105
Author(s):  
R. O. Pihl ◽  
Francois Vrana ◽  
Krisztina A. Nagy
Keyword(s):  
Learning Disability ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
The Relationship

Correlates of Verbal Paired-Associate Learning in Children

1965 ◽  
Vol 17 (3) ◽  
pp. 747-752 ◽  
Author(s):  
John C. McCullers
Keyword(s):  
School Children ◽  
Elementary School Children ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Achievement Level ◽  
Associate Learning ◽  
Reading Vocabulary ◽  
Significant Performance ◽  
Subject Variables ◽  
The Relationship

Although a number of investigations of paired-associate (PA) learning have been conducted with children, little effort has been made to determine the relationship between ability in PA tasks and other subject variables. This study correlated PA performance of elementary school children with measures of intelligence, anxiety, and achievement. Two lists were studied, one consisting of strongly associated word pairs, and one of weak pairs. Relationships between various subject variables and PA performance on the strong pairs was not significant. Performance on the weak pairs, however, correlated significantly with the IQ, reading, vocabulary, and comprehensive achievement level of the children.

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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