The Effect of Overlearning on Transfer of Training

1965 ◽  
Vol 17 (2) ◽  
pp. 178-180
Author(s):  
Stephen Holborn ◽  
Erling E. Boe
Keyword(s):  
Reversal Learning ◽  
Transfer Of Training ◽  
Negative Transfer ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Positive Transfer ◽  
Criterion Group ◽  
Associate Learning ◽  
Meaningful Material ◽  
Rate Of Learning

The effect of overlearning on transfer of training on the A-B:A-Br* paradigm was studied in paired-associate learning with meaningful material (adjective pairs). One group of subjects was trained to criterion on list A-B, and two additional groups were given 100 per cent and 200 per cent overlearning on list A-B. Rate of learning list A-Br was found to be directly related to amount of overlearning. Negative transfer on list A-Br was found for errors with the criterion group, while positive transfer was found for the 100 per cent and 200 per cent overlearning groups. The results were consistent with previous paired-associate experiments, and with results of some maze, reversal learning experiments with infrahuman subjects.

Transfer and Manifest Anxiety in Paired-Associate Learning

1956 ◽  
Vol 2 (3) ◽  
pp. 119-126 ◽  
Author(s):  
Luciano L'abate
Keyword(s):  
Transfer Of Training ◽  
Negative Transfer ◽  
Paired Associate ◽  
Transfer Task ◽  
Paired Associate Learning ◽  
Anxiety Level ◽  
High Anxiety ◽  
Associate Learning ◽  
Opposite Manner ◽  
Manifest Anxiety

This investigation studied the relationship between anxiety level and transfer of training in a paired-associate learning situation. On the basis of conventional anxiety theory, it was predicted that high-anxiety Ss would show greater positive and greater negative transfer than low-anxiety Ss. To test this prediction 84 undergraduates were selected from the extremes of the anxiety continuum as measured by the Taylor Scale of Manifest Anxiety. These Ss were divided into six groups of 14 each. The major high- and low-anxiety groups were divided into sub-groups which served in a positive transfer, negative transfer, and control condition. Each group, containing an equal number of men and women, learned two paired-associate nonsense syllable lists which differed in stimulus and response terms or both, in order to produce, theoretically, positive, negative, or no transfer. The results of the experiment yielded no statistically significant differences among the groups in terms of initial learning. In the transfer task the results conformed to the usual transfer of training paradigm. However, when the results were analyzed in terms of sex difference and anxiety level, high-anxiety male Ss behaved according to the original prediction while women behaved in an almost opposite manner. The low-anxiety female Ss performed similarly to the high-anxiety men. These results, therefore, did confirm the traditional conception of transfer, while the differences in performance between high-anxiety men and high-anxiety women indicated possible shortcomings inherent either in the methodology of the experiment, or in the theoretical assumptions underlying anxiety as a motivational variable. Several possibilities were considered.

Effects of Low-Pass Filtering on the Rate of Learning and Retrieval from Memory of Speech-Like Stimuli

1974 ◽  
Vol 17 (2) ◽  
pp. 279-285
Author(s):  
Robert Novak ◽  
Julia Davis
Keyword(s):  
Paired Associate ◽  
Memory Task ◽  
Learning Task ◽  
Paired Associate Learning ◽  
Auditory Memory ◽  
Auditory Stimuli ◽  
Associate Learning ◽  
Low Pass ◽  
Rate Of Learning ◽  
Retrieval From Memory

Ten pairs of auditory-visual stimuli were utilized in a paired-associate learning task and a retrieval from auditory memory task presented to two groups of normal-hearing subjects. One group heard unfiltered auditory stimuli and the other group heard the same stimuli under low-pass filtering conditions. The number of trials required to learn the pairs was the measure for the learning task. The number of items recalled after presentation of strings of the auditory stimuli, ranging in length from two to nine items, was the measure of auditory retrieval. Comparison of performance between the two groups indicated that the group that heard filtered auditory stimuli required a significantly greater number of trials to learn the pairs to specifications, and performed significantly poorer in recall of five-item strings of stimuli than the group that heard unfiltered auditory stimuli. There was no difference between the two groups' performance in recall of two-, seven-, and nine-item strings. The effects of filtering are discussed with regard to their implications for understanding certain deficits associated with hearing loss.

Oppositional Serial Structures and Paired-Associate Learning

1966 ◽  
Vol 19 (2) ◽  
pp. 643-647 ◽  
Author(s):  
Howard R. Pollio
Keyword(s):  
High Probability ◽  
Nonsense Syllable ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Paired Associates ◽  
Present Procedure ◽  
Task Requirements ◽  
Organizational Principle ◽  
Rate Of Learning

Ss were required to learn 15 paired-associates; the response terms were the words Beautiful, Pretty, Fair, Homely, and Ugly. Each of these response terms was paired with a different nonsense syllable, such that the same word was correct for 3 different nonsense stimuli. Results indicated that rate of learning and error-characteristics produced by these pairs were similar to those of other serial word orders, such as Freshman-through-Senior and One-through-Five. These data were taken to mean that despite the fact that Beautiful and Ugly are high probability word-associates, on the basis of the present procedure they must be considered to have disparate locations in psychological space. These results imply that words are organized on the basis of a number of different principles and the organizational principle which is manifested in any particular situation strongly depends upon task requirements.

Synonyms, Antonyms and Retroactive Inhibition with Meaningful Material

1973 ◽  
Vol 33 (2) ◽  
pp. 459-465 ◽  
Author(s):  
Ethel Weiss-Shed
Keyword(s):  
Negative Transfer ◽  
Paired Associate ◽  
Positive Transfer ◽  
Retroactive Inhibition ◽  
Transfer Rules ◽  
Meaningful Material

In the paired-associate literature negative transfer paradigms, e.g., (A—B, A—C), impede List 1 recall. Positive transfer paradigms, e.g., (A—B, A—B synonym), do not contribute to List 1 forgetting. In this study poems (Haiku) were manipulated to be analogous to paired-associate paradigms. Similar to the paired-associate findings for mixed-lists (several conditions present in one list), List 2 synonyms did not contribute to List 1 forgetting, but, contrary to expectations, neither did antonyms. With meaningful materials Ss may attach discriminating tags to the synonyms and antonyms permitting the application of appropriate transfer rules.

Effect of Forced Paired-Comparison on Paired-Associate Learning and Meaningfulness

1964 ◽  
Vol 14 (3) ◽  
pp. 871-878 ◽  
Author(s):  
R. C. de Bold
Keyword(s):  
Negative Transfer ◽  
Paired Associate ◽  
Paired Comparison ◽  
Verbal Learning ◽  
Great Difficulty ◽  
Paired Associate Learning ◽  
Production Test ◽  
Associate Learning ◽  
Continued Learning

Two methods of familiarization were used to explore the role of differentiation in verbal learning: simple frequency pretraining, and practice on a paired-comparisons rating task which was designed to increase differentiability. Results showed that the differentiation pretraining resulted in superior learning to frequency pretraining. But, there was significant negative transfer for the frequency groups. The negative transfer was attributed to incorrect habits due to weak interitem associations built up during familiarization. The divergence of these results from earlier work on familiarization may be due to a displacement backward of the course of learning due to the great difficulty of the task and the low availability of the items after familiarization. This divergence may be overcome in a less difficult task by continued learning or by increased familiarization. Pretraining had no effect on a production test of meaningfulness.

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