Methodological Studies in Paired-Associate Learning: I. Procedure, Design, and Meaningfulness
1972 ◽
Vol 34
(2)
◽
pp. 387-395
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Keyword(s):
Design (repeated measures, completely randomized), Presentation Method (paced anticipation, discrete trials), Stimulus Complexity (CVC trigrams, dissyllables), and Stimulus-Response Meaningfulness (high-low, low-high) were varied in 3 experiments. It was shown that repeated measurements design was more directly related to the interaction of meaningfulness level with stimulus-learning than with response-learning in paired-associate learning.
1963 ◽
Vol 65
(3)
◽
pp. 305-308
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1972 ◽
Vol 34
(2)
◽
pp. 399-413
◽
1976 ◽
Vol 7
(2)
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pp. 205-207
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Keyword(s):
1972 ◽
Vol 94
(1)
◽
pp. 68-73
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1958 ◽
Vol 56
(3)
◽
pp. 193-202
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Keyword(s):
1961 ◽
Vol 12
(3)
◽
pp. 327-330
◽
Keyword(s):
1970 ◽
Vol 85
(2)
◽
pp. 288-292
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