Task Appropriateness of Mnemonic Techniques

1987 ◽  
Vol 64 (1) ◽  
pp. 171-178 ◽  
Author(s):  
Douglas J. Herrmann
Keyword(s):  
Free Recall ◽  
Serial Learning ◽  
Paired Associate ◽  
Memory Performance ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Memory Processing ◽  
Free Recall Learning ◽  
Method Of Loci ◽  
Mnemonic Techniques

The present article reviewed research in which two or more mnemonic techniques in the paradigms of either free recall, paired-associate, or serial learning have been compared. The review showed that the most effective mnemonic differed across the three paradigms: imagery mediation for paired-associate learning, the story mnemonic for free recall learning, and the method of loci for serial learning. Each mnemonic varies in its suitability for different paradigms, and each paradigm is facilitated more by the use of certain mnemonics than by others. These conclusions support the view that memory processing differs across memory tasks. They also indicate that differences in memory performance across tasks are due not only to differences in basic processes (such as recognition and perception) elicited by tasks but also to the task appropriateness of control processes applied to a task.

Paired, Associate Learning as a Function of Rate of Presentation and Prior Serial Learning

1963 ◽  
Vol 76 (3) ◽  
pp. 458 ◽  
Author(s):  
Charles C. Erickson ◽  
Robert D. Ingram ◽  
Robert K. Young
Keyword(s):  
Serial Learning ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Associate Learning

Studies in Spaced and Massed Learning: III. Paired-Associate and Serial Learning

1950 ◽  
Vol 2 (1) ◽  
pp. 13-18 ◽  
Author(s):  
J. C. Tsao
Keyword(s):  
Relative Efficiency ◽  
Previous Experiment ◽  
Serial Learning ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Massed Practice ◽  
Spaced Practice ◽  
Massed Learning ◽  
The One

An experiment on paired-associate learning was carried out to test Hovland's prediction that spaced practice should be more advantageous than massed if the order of presenting the pairs of nonsense syllables were fixed. In the results, spaced and massed practice showed little difference in learning efficiency. Hovland's prediction was not confirmed. In a previous experiment of this series of studies it had been found that spaced practice was more efficient than massed in serial learning when syllables of “low-meaningfulness” value were used; but that there was little difference in efficiency between the two forms of distribution when “high-meaningfulness” syllables were used. The results of the two experiments naturally suggested that, as regards the relative efficiency of spaced and massed practice, paired-associate learning of low-meaningfulness syllables differed from serial learning of similar syllables, but matched serial learning of high-meaningfulness syllables. It seems justifiable to draw the conclusion that the relative efficiency of spaced and massed practice is different in paired-associate and serial learning, not because remote associations can be formed in the one case and not in the other, as Hovland (1939a, 1939b) assumed; but because the organization of the material and the learning processes are different in the two forms of learning.

Verbal Fluency, Free Recall, and Paired-Associate Learning Speed

1965 ◽  
Vol 16 (2) ◽  
pp. 659-660
Author(s):  
James G. Greeno
Keyword(s):  
Free Recall ◽  
Verbal Fluency ◽  
Paired Associate ◽  
Word List ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Verbal Skills ◽  
Learning Speed ◽  
List Learning ◽  
Positive Correlations

This study investigated the relation between performance in paired-associate learning and other verbal skills (verbal fluency to word and nonsense stimuli, recall of a word list). Ss learned two lists of word-CVC pairs. Significant positive correlations were found between fluency measures and learning of both lists. Recall scores were similarly correlated with second-list, but not first-list, learning.

Role of Rules in Paired-Associate Learning

1979 ◽  
Vol 44 (2) ◽  
pp. 648-650 ◽  
Author(s):  
May F. D'amato ◽  
Mark Diamond
Keyword(s):  
Free Recall ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Unmixed List ◽  
Middle Letter

14 students in each of four groups learned a single unmixed list of 19 CVC pairs for 12 anticipation trials followed by a free recall of the pairs. In three of the four lists a single rule applied to all of the pairs. The rule was that the words in each pair changed first letter (rhymed), changed middle letter, or changed last letter. A fourth list contained only pairs of unrelated words. Mean number of correct anticipations per trial showed rhyming and end-change rules to be equally beneficial, although not as effective as the middle-change rule. Free recall of the pairs showed no differences among lists. Results were interpreted as supporting the hypothesis that rules facilitate retrieval by restricting the number of responses to be considered for each stimulus.

Paired-Associate Learning and Free Recall of Nouns as a Function of Concreteness, Specificity, Imagery, and Meaningfulness

1967 ◽  
Vol 20 (1) ◽  
pp. 239-245 ◽  
Author(s):  
Allan Paivio
Keyword(s):  
Free Recall ◽  
Factorial Design ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Auditory Presentation ◽  
Associate Learning ◽  
Response Side ◽  
Positive Effects ◽  
Mediate Response ◽  
Stimulus Side

Abstractness-concreteness and generality-specificity of words were simultaneously varied in a factorial design on the stimulus and response sides of paired-associate lists constructed from 96 nouns. The analysis of recall scores from the auditory presentation of 2 alternating study trials and recall trials revealed significant ( p < .001) effects of both variables on the stimulus side of pairs. A smaller effect on the response side was significant ( p < .05) only in the case of specificity. A second experiment showed positive effects ( p < .001) of both concreteness and specificity on free recall. Mean scores were also available for the nouns on their rated capacity to evoke sensory images ( I) and on their meaningfulness ( m). A correlational analysis indicated that, of the attributes involved, I correlated most highly with learning scores. Furthermore, consistent with the hypothesis that stimulus-evoked imagery can mediate response recall, the superiority of I was greatest when the items served as stimulus terms in PA learning.

Multiple-Item Exposure and Serial Learning

1968 ◽  
Vol 22 (3) ◽  
pp. 803-804
Author(s):  
Edward A. Wade ◽  
E. Vaughn Gulo
Keyword(s):  
Serial Learning ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Additional Research ◽  
Associate Learning ◽  
Item Exposure ◽  
Multiple Item

Recent studies show that simultaneously-presented pairs detrimentally affect paired-associate learning. In this study, serial learning was not affected by exposure of the cue item plus 1, 2 or 3 preceding items. The data seem relevant to the issue regarding identity of a functional stimulus; additional research of a parametric nature is in order.

scholarly journals Relationship of paired-associate learning and single trial free recall

1969 ◽  
Vol 17 (6) ◽  
pp. 330-331 ◽  
Author(s):  
David S. Gorfein ◽  
Christopher Arbak ◽  
Diana Graves
Keyword(s):  
Free Recall ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Single Trial ◽  
Associate Learning ◽  
Relationship Of

Effect of Simultaneous List Presentation on Paired-Associate Learning

1966 ◽  
Vol 19 (3) ◽  
pp. 787-790 ◽  
Author(s):  
Sam C. Brown ◽  
J. D. Read
Keyword(s):  
Free Recall ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
List Presentation ◽  
Associate Learning ◽  
Simultaneous Exposure ◽  
Test Part

Difficulty of learning a list of 12 CVC pairs increased monotonically as a function of number of list items (1, 3, 6, and 12) grouped together for simultaneous exposure. Contrary to expectation, the difficulty was not affected by locus of grouping, i.e., whether grouping occurred on the study part, test part, or on both parts of each trial. Subsequent free recall also failed to show significant differences between conditions. The over-all grouping decrement was interpreted in terms of a strengthening of multiple associations among list members.

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