Effects of Bizarre Imagery on Children's Memory

1982 ◽  
Vol 2 (2) ◽  
pp. 137-144
Author(s):  
Daniel J. Tomasulo
Keyword(s):  
Normal Condition ◽  
Paired Associate ◽  
Learning Task ◽  
Paired Associate Learning ◽  
Older Children ◽  
Response Member ◽  
Associate Learning ◽  
Children's Memory ◽  
Bizarre Imagery ◽  
Stimulus Member

Two groups of preschool children (younger, 42.07 months; older, 55.29 months) were compared on their ability to recall Normal, Low Bizarre, and Highly Bizarre line-drawn interactive pictures of object pairs. The objects were first presented individually, then in an interaction condition (e.g., Normal condition, matches lighting a pipe; Low Bizarre condition, a pipe in a frying pan; High Bizarre condition, a fish smoking a pipe). The children were then told that one object (the stimulus member of the pair) would be presented and that they would later be asked to recall the object (the response member of the Pair) that went with it. The older children performed equally well on this paired-associate learning task in all three conditions. In contrast, the younger children had significantly fewer recalls for the response objects in the Low and High Bizarre conditions.

Effect of Motivating Instructions on Verbal Learning According to Age and Race

1980 ◽  
Vol 46 (3_suppl) ◽  
pp. 1167-1170
Author(s):  
Robert G. Summerlin ◽  
Charles V. Lair ◽  
William N. Confer
Keyword(s):  
Paired Associate ◽  
Verbal Learning ◽  
Learning Task ◽  
Paired Associate Learning ◽  
Instructional Condition ◽  
Associate Learning

Young and old white ( n = 48) and black ( n = 48) women were compared on a paired-associate learning task. The groups were divided as to a motivational instructional condition of support, challenge, or neutral. Both the younger and the white groups had more correct responses and learned in fewer trials. A three-way interaction suggests that old blacks make more errors of omission and commission under supportive instructions, whereas young whites do best under challenge. Various trends and implications for these findings were discussed.

Paired-Associate Learning as a Function of Age and Mode of Presentation

1984 ◽  
Vol 59 (3) ◽  
pp. 959-965 ◽  
Author(s):  
Robert M. Godley ◽  
Robert E. Estes ◽  
Glenn P. Fournet
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
Spoken Word ◽  
Visual Modality ◽  
Auditory Modality ◽  
Older Children ◽  
Associate Learning ◽  
Modes Of Presentation ◽  
Mode Of Presentation ◽  
Printed Word

Researchers have continued to echo McGeoch and Irion's (1952) statement concerning the superiority of the auditory modality for young children and the visual modality for older children in paired-associate learning despite conflicting results. In the present study, in which the performance of second and fifth grade children on a paired-associate task under 6 different modes of presentation was compared, mode of presentation did not vary as a function of age. The picture/sound combined condition was superior to the sound and printed/spoken-word conditions but provided no advantage over the picture condition alone. No significant differences were found among the printed-word, spoken-word, and combined printed/spoken-word conditions. Difficulties in making comparisons among studies because methods differed and implications for further research were discussed.

Effects of Suggestibility on Learning by Retarded and Nonretarded Students

1984 ◽  
Vol 54 (2) ◽  
pp. 663-666 ◽  
Author(s):  
Annette U. Shuck ◽  
Barbara L. Ludlow
Keyword(s):  
Paired Associate ◽  
Learning Task ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Treatment Conditions ◽  
Positive Performance ◽  
Performance Suggestions ◽  
Improved Performance ◽  
Age Range ◽  
Plot Design

Mildly mentally retarded and nonretarded students (age range: 10 to 16 yr.), classified by groups according to low suggestibility, were exposed to positive, negative, or neutral suggestions concerning their performance on a paired-associate learning task. A split-plot design assessed interactions between variables of subjects' category and suggestibility and treatment conditions, such as suggestion provided and trials. Analyses of variance showed retarded students improved more. The data also suggested somewhat improved performance by subjects given a positive suggestion. The suggestibility of many retarded students may be used by trainers to facilitate faster learning of simple tasks, especially if positive performance suggestions are employed.

Effects of Language Facility in Learning

1978 ◽  
Vol 15 (4) ◽  
pp. 501-506 ◽  
Author(s):  
Raymond S. Dean ◽  
Raymond W. Kulhavy
Keyword(s):  
Primary School ◽  
School Success ◽  
Paired Associate ◽  
Learning Task ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Partial Explanation ◽  
Future School

Sixty-four primary school boys were classified as being high or low in vocabulary and randomly assigned to a language mediation instruction or non-instructed condition. Children were individually administered CVC’s, paralogs, and simple words in a three trial paired-associate learning task. Locus of facilitation was found primarily in upper vocabulary groups and for familiar words rather than paralogs and CVC’s. Low vocabulary subjects produced fewer mediators and were less likely to get an item correct when a mediator was given. The performance of students with well-developed vocabularies was linked to their ability to manipulate language and language-based tasks. These data offer a partial explanation why vocabulary tests predict future school success, independent of overall intelligence.

Geheugenstructuren En Woordleren

1985 ◽  
Vol 23 ◽  
pp. 55-67
Author(s):  
Gerard Nas
Keyword(s):  
Paired Associate ◽  
Vocabulary Learning ◽  
Semantic Category ◽  
Learning Task ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
L2 Vocabulary

In this article a model of foreign (L2) vocabulary learning is first developed in which the representation of the spelling, the pronunciation and the meaning(s) of a word are stored in their respective networks. Vocabulary learning in a paired associate learning task is then defined as the building of nodes in a network and as the establishing of an associative pathway between each new node (representing the spelling, pronunciation or meaning(s) of a newly learned L2 word) and the corresponding node for its L1 equivalent. In this model differences in spelling or pronunciation between L2 words and their L1 translations are expressed in terms of differences in length of their associative pathways. On the basis of the above distinctions a prediction was made about a difference in input speed and in the period of retrievability between two kinds of Arabic- Dutch word pairs. It was predicted that word pairs sharing some phonemic features would be learned sooner and remembered longer than those without any of these features in common. The above prediction was confirmed in a group experiment. Moreover, it showed that a resemblance between L2-L1 word pairs had a greater effect on retrievability than on input speed. Finally, the diverging results for one of the testwords were interpreted as indicating that also in associate learning of L2-L1 pairs the semantic category to which that word belonged had played its part. Its abstract meaning was assumed to have negatively affected the time needed to store the word in memory.

Effect of Sensory Modality for Presentation and Word Imagery on Paired-Associate Learning

1981 ◽  
Vol 52 (3) ◽  
pp. 747-750 ◽  
Author(s):  
William Papineau ◽  
Jeffrey M. Lohr
Keyword(s):  
Paired Associate ◽  
Recall Performance ◽  
Statistical Significance ◽  
Sensory Modality ◽  
Visual Presentation ◽  
Learning Task ◽  
Paired Associate Learning ◽  
Auditory Presentation ◽  
Future Research ◽  
Associate Learning

Recall performance on a paired-associate learning task was investigated as a function of word imagery modality (visual or auditory), presentation mode (visual or auditory), and sex. Analysis showed greater recall of visual imagery words, and the results are consistent with Paivio's (1971) conceptual-peg hypothesis. Visual presentation of word lists produced greater recall than auditory presentation, and females exhibited greater recall performance than did males. A predicted interaction between modality for presentation and for word imagery did not reach statistical significance. The implications for future research with sensory imagery in learning are discussed.

Rated Imagery and Pictures in Paired-Associate Learning

1971 ◽  
Vol 33 (3_suppl) ◽  
pp. 1247-1250 ◽  
Author(s):  
George Morelli ◽  
Diana Lang
Keyword(s):  
Mental Imagery ◽  
Visual Imagery ◽  
Paired Associate ◽  
Learning Task ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Imagery Condition

The present study investigated the effect of two tests of imagery, the Betts QMI Vividness of Mental Imagery Test vs the Gordon Test of Visual Imagery Control, in a paired-associate learning task involving imposed imagery versus uncontrolled imagery. 57 Ss were equally divided into Picture, Competing-picture, Words-alone groups and were asked to rate themselves as to method of learning. Later Ss were given the imagery tests. No relation was found between the Betts QMI and PA learning. The Gordon Test related to PA learning only in the picture-imposed imagery condition. Comparisons between Ss who rated themselves pictorializers vs verbalizers were related to PA learning only in the picture-imposed imagery condition.

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