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.

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.

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.

Effects of Configuration on the Paired-Associate Learning of Blissymbols by Preschool Children With Normal Cognitive Abilities

1992 ◽  
Vol 35 (6) ◽  
pp. 1376-1383 ◽  
Author(s):  
Donald R. Fuller ◽  
Lyle L. Lloyd
Keyword(s):  
Preschool Children ◽  
Cognitive Abilities ◽  
Present Experiment ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
High Complexity ◽  
Learning Paradigm ◽  
Associate Learning ◽  
Cognitively Normal

Translucency appears to be a potent variable in the learning of Blissymbols by preschool children with normal cognitive abilities. Complexity does not appear to influence learning for these individuals when there is a concurrent condition of high translucency. However, a condition of high complexity seems to enhance the learnability of Blissymbols having low translucency. For the present experiment, an attempt was made to determine if symbol configuration affects the learning of highly complex Blissymbols that bear little relationship to their referents. A paired-associate learning paradigm was used to present 30 Blissymbols to 20 cognitively normal preschool children. These symbols were evenly divided into superimposed and nonsuperimposed groups. Results indicated that the children learned more superimposed symbols than their nonsuperimposed counterparts. The implications of this finding for the teaching of Blissymbols are discussed.

No way to start a space program: Associationism as a launch pad for analogical reasoning

2008 ◽  
Vol 31 (4) ◽  
pp. 388-389 ◽  
Author(s):  
Keith J. Holyoak ◽  
John E. Hummel
Keyword(s):  
Preschool Children ◽  
Analogical Reasoning ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Relational Reasoning ◽  
Connectionist Model ◽  
Space Program ◽  
Associate Learning ◽  
Target Article ◽  
Role Based

AbstractHumans, including preschool children, exhibit role-based relational reasoning, of which analogical reasoning is a canonical example. The “role-less” connectionist model proposed in the target article is only capable of conditional paired-associate learning.

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.

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