Cognitive Styles and Learning Strategies in Paired-Associate Learning

1974 ◽  
Vol 39 (2) ◽  
pp. 861-862
Author(s):  
Raymond L. Majeres
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Task Demands ◽  
Associate Learning ◽  
Task Strategy ◽  
Learning Conditions ◽  
And Performance ◽  
Motivation And Learning

Paired-associate learning strategy and performance of Ss ( N = 96) high and low on the Stroop Test color/word ratio under different motivation and learning conditions were studied. There was a significant relationship between task, strategy, and cognitive style ( p < .01), though no relationships with performance were found. Results indicated that strategy may be less dependent on specific task demands than performance.

Information Processing by Performers and Observers in a Paired Associate Learning Task

1979 ◽  
Vol 31 (2) ◽  
pp. 197-205 ◽  
Author(s):  
Paul Eelen ◽  
Géry D'Ydewalle
Keyword(s):  
Information Processing ◽  
Learning Strategy ◽  
Paired Associate ◽  
Learning Task ◽  
Paired Associate Learning ◽  
Response Alternative ◽  
Associate Learning ◽  
Recognition Procedure ◽  
Response Alternatives ◽  
And Performance

The effects of two training procedures on learning and performance are compared. Performers select a response alternative for each stimulus on Trial 1 and receive feedback in terms of “Right” or “Wrong”. Observers receive the same information by listening to the experimenter. Experiment I tests the hypothesis that performers and observers are using a different learning strategy when there are only two response alternatives available for each stimulus on Trial 1. A recognition procedure was used on Trial 2; each stimulus was followed by four alternatives, two of them being the same as presented on Trial 1. Subjects have to recognize the two “old” alternatives. Performers are always better at recognizing the chosen alternative, whereas observers are better at recognizing the correct alternative. Experiment II extends the comparison between performers and observers to a task with four response alternatives on Trial 1. There are no longer differences in performance between the two training procedures.

Learning and Performance in a Verbal Paired-Associate Task with Preschool Children

1963 ◽  
Vol 12 (3) ◽  
pp. 847-850 ◽  
Author(s):  
Louis E. Price
Keyword(s):  
Preschool Children ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Paired Associate List ◽  
Anticipation Interval ◽  
And Performance ◽  
Preschool Aged Children ◽  
Learning And Performance

The aims of the present investigation were to explore the hypothesis that a short anticipation interval in verbal paired-associate learning affects performance rather than learning and to design a procedure suitable for preschool-aged children. One group of Ss received practice on a paired-associate list with a short anticipation interval while another group learned the same list with a longer anticipation interval. When the interval of the former group was increased, they performed as well as the latter group. The results suggest that the number of trials administered in a verbal paired-associate task is a better measure of learning than S's level of performance.

Paired-Associate Learning, False-Recognition Scores, and Performance in a Hierarchically Arranged Concept-Learning Task

1974 ◽  
Vol 35 (3) ◽  
pp. 1207-1210
Author(s):  
Fred W. Ohnmacht ◽  
Pauline C. Grippin ◽  
John O'Connor ◽  
Richard Brody
Keyword(s):  
Concept Learning ◽  
False Recognition ◽  
Paired Associate ◽  
Learning Task ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
And Performance

This study evaluated the hypotheses that paired-associate learning would be negatively related to number of acquisition trials for simple concepts but not related to a complex one and that false recognition would be positively related to such acquisitions but most strongly to a relatively complex one. Data provided some support for these predictions.

Analysis of Wisc Coding: 4. Paired-Associate Learning and Performance Strategies

1973 ◽  
Vol 37 (3) ◽  
pp. 695-698 ◽  
Author(s):  
E. G. Johnson ◽  
J. G. Lyle
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
Training Procedure ◽  
Associate Learning ◽  
Paired Associates ◽  
And Performance ◽  
Learning And Performance ◽  
Performance Strategies

A training procedure was used to ensure equal familiarity with the number-symbol pairs of the code of the WISC for both good and poor coders. The former learned more readily than the latter, but subsequent scores on the coding task were equivalent for both groups when account was taken of differences in writing speed. Two possible sources of slower performance were investigated: time taken to refer to the code and time spent scanning completed work. These were not found to be related to poor coding performance. It was concluded that learning of the paired-associates and writing speed discriminated between good and poor coders.

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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