Constant vs Varied Serial Order in Paired-Associate Learning

1963 ◽  
Vol 12 (3) ◽  
pp. 695-721 ◽  
Author(s):  
William F. Battig ◽  
Sam C. Brown ◽  
Douglas Nelson
Keyword(s):  
Serial Position ◽  
Correct Response ◽  
Paired Associate ◽  
Serial Order ◽  
Paired Associate Learning ◽  
Order Conditions ◽  
Associate Learning ◽  
Early Stages ◽  
Stages Of Learning ◽  
Relevant Factors

Typical varied serial-order conditions of paired-associate (PA) learning were compared with a constant serial order on all trials in 5 experiments involving systematic variations in method, kind of material, and other potentially relevant factors. The results showed a small but relatively consistent facilitation by constant serial order limited primarily to later stages of learning. Since a shift following the first correct response to each pair from constant to varied serial order produced as much facilitation as did completely constant-order conditions, it was concluded that complex associations involving serial position are developed during early stages of constant-order PA learning, but that these exercise a facilitating influence primarily through the reduction of inter-pair interference late in learning.

Stimulus functions for constant serial order in paired-associate learning

1971 ◽  
Vol 10 (5) ◽  
pp. 556-561
Author(s):  
Jeral R. Williams ◽  
James V. Hinrichs ◽  
Catherine Henigbaum
Keyword(s):  
Paired Associate ◽  
Serial Order ◽  
Paired Associate Learning ◽  
Associate Learning

Acquisition of Morphological Rules: Effects of Frequency of Item-Type and Rehearsal Strategy in Paired-Associate Learning

1982 ◽  
Vol 50 (3) ◽  
pp. 1009-1010
Author(s):  
Harriet M. Braunstein ◽  
Kari S. Peacock ◽  
Joan M. Soloko ◽  
Susan L. Tippit
Keyword(s):  
Correct Response ◽  
Association Rule ◽  
Paired Associate ◽  
Item Type ◽  
Mixed List ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Response Elements ◽  
Rehearsal Strategy ◽  
Maintenance Rehearsal

Paired-associate items which followed an association rule were presented in a mixed list with a smaller number of irregular items which deviated from the rule but were presented for study more frequently. On test lists new stimulus items were presented for which the correct response followed the rule. In learning the items 30 subjects were instructed to use either maintenance rehearsal or elaborative operations. The prediction that the elaboration strategy would facilitate performance was confirmed. However, the expectation that maintenance rehearsal would produce equal ease of learning on irregular items was not upheld. All subjects performed best on irregular items, probably because they were more frequently presented and contained unusual response elements which may have stood out.

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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