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

scholarly journals Semantic relatedness retroactively boosts memory and promotes memory interdependence across episodes

2021 ◽  
Author(s):  
James Antony ◽  
America Romero ◽  
Anthony Vierra ◽  
Rebecca Luenser ◽  
Robert Hawkins ◽  
...  
Keyword(s):  
Paired Associate ◽  
Memory Performance ◽  
Semantic Relatedness ◽  
Long Term Memory ◽  
Promising Candidate ◽  
Associate Learning ◽  
Memory Research ◽  
Semantic Relationships ◽  
New Learning

Two fundamental issues in memory research concern when later experiences strengthen or weaken initial memories and when the two memories become linked or remain independent. A promising candidate for explaining these issues is semantic relatedness. Here, across five paired associate learning experiments (N=1000), we systematically varied the semantic relatedness between initial and later cues, initial and later targets, or both. We found that learning retroactively benefited long-term memory performance for semantically related words (versus unshown control words), and these benefits increased as a function of relatedness. Critically, memory dependence between initial and later pairs also increased with relatedness, suggesting that pre-existing semantic relationships interdependence for memories formed across episodes. We also found that modest retroactive benefits, but not interdependencies, emerged when subjects learned via studying rather than practice testing. These findings demonstrate that semantic relatedness during new learning retroactively strengthens old associations while scaffolding new ones into well-fortified memory traces.

Stimulus Identifiability and Perceptual Ability in Paired-Associate Learning of Retardates

1973 ◽  
Vol 36 (3) ◽  
pp. 899-904
Author(s):  
Jay S. Parnes ◽  
Douglas Muller
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
Control Groups ◽  
Associate Learning ◽  
Perceptual Ability

The paired-associate learning by educable mental retardates as a function of perceptual ability (Bender-Gestalt) and stimulus identifiability was examined. Ss of high and low perceptual ability learned a paired-associate task employing stimuli which were hard and easy to identify. Control groups were CA-matched normals and MA-matched normals. The results suggest that performances of retardates of high and low perceptual ability do not differ when easily identified stimuli are used but do when stimuli are difficult to identify.

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.

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