Effects of Learning Set, Verbalization, Sample Characteristics, and Meaningfulness of Material on Bi-Directional Learning

1969 ◽  
Vol 24 (3) ◽  
pp. 747-751 ◽  
Author(s):  
William Baller ◽  
Sue Wilbur ◽  
A. J. Edwards
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
The Other ◽  
Associate Learning ◽  
Independent Variables ◽  
Learning Tasks ◽  
Sample Characteristics ◽  
Learning Set ◽  
Directional Learning

Four independent variables were studied as they relate to bi-directionality in recall. The data indicate that the effect of meaningfulness of material is sufficient to offset effects of the other three variables (learning set, verbalization, sample characteristics) for bi-directional learning. A suggestion is provided for using an index of relationships identified in determining list difficulty in paired-associate learning tasks.

The Use of Criterional Measures

1964 ◽  
Vol 14 (3) ◽  
pp. 803-817 ◽  
Author(s):  
Joseph Weitz
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
Difficulty Level ◽  
Associate Learning ◽  
Independent Variables ◽  
Learning Tasks ◽  
Task Order ◽  
Level Of Difficulty

Using paired-associate learning tasks of different difficulty level, it is shown that independent variables such as task order are more or less effective depending upon when the criterional measures are taken and the level of the criterion used. Similarly, the time of measurement and level of difficulty of the criterion are related to whether or not we find an effect of what is called “drive” in learning situations. An attempt is made to show how this approach may be useful in interpreting the meaning of independent variables.

Effects of State-Trait Anxiety and Task Difficulty on Paired-Associate Learning

1977 ◽  
Vol 41 (1) ◽  
pp. 179-185 ◽  
Author(s):  
Robert A. Reeves ◽  
William W. May
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
Post Treatment ◽  
Associate Learning ◽  
Trait Theory ◽  
Learning Tasks ◽  
Treatment Conditions ◽  
Pre Treatment ◽  
Trait Groups ◽  
Better Than

The prediction from state-trait theory and drive theory that high A-State subjects will perform better than low A-State subjects on an easy task and more poorly on a more difficult task was tested using paired-associate learning tasks. This prediction was not supported, as low A-State subjects made fewer errors than high A-State subjects on both the easy and difficult tasks. High A-Trait groups responded with higher A-State in both pre- and post-treatment conditions than did low A-Trait groups as predicted by state-trait theory. Low A-Trait groups showed greater gains in pre-treatment to post-treatment A-State than did high A-Trait groups, a result which supported neither state-trait theory nor Saltz's (1970) hypothesis. Implications for research were discussed.

scholarly journals Examining Three-way Binding as a Constraint on Statistical Learning

2018 ◽  
Author(s):  
Hyungwook Yim ◽  
Simon Dennis ◽  
Vladimir Sloutsky
Keyword(s):  
Statistical Learning ◽  
Explicit Memory ◽  
Paired Associate ◽  
Empirical Studies ◽  
Learning Task ◽  
Paired Associate Learning ◽  
The Other ◽  
Learning Paradigm ◽  
Associate Learning ◽  
Memory Structures

Models of statistical learning do not place constraints on the complexity of the memory structure that is formed during statistical learning, while empirical studies using the statistical learning task have only examined the formation of simple memory structures (e.g., two-way binding). On the other hand, the memory literature, using explicit memory tasks, has shown that people are able to form memory structures of different complexities and that more complex memory structures (e.g., three-way binding) are usually more difficult to form. We examined whether complex memory structures such as three-way bindings can be implicitly formed through statistical learning by utilizing manipulations that have been used in the paired-associate learning paradigm (e.g., AB/ABr condition). Through three experiments, we show that while simple two-way binding structures can be formed implicitly, three-way bindings can only be formed with explicit instructions. The results indicate that explicit attention may be a necessary component in forming three-way memory structures and suggest that existing models should place constraints on the representational structures that can be formed.

Mixed- versus Unmixed-List Designs in Paired-Associate Learning

1967 ◽  
Vol 20 (3_suppl) ◽  
pp. 1191-1200 ◽  
Author(s):  
Chizuko Izawa
Keyword(s):  
College Students ◽  
Experimental Design ◽  
Paired Associate ◽  
Mixed List ◽  
Paired Associate Learning ◽  
The Other ◽  
Factorial Experimental Design ◽  
Associate Learning ◽  
Unmixed List ◽  
Fluctuation Model

Investigations of a new experimental variable from the arrangements of reinforcements (R) and tests (T) in paired-associate learning were furthered by a 2 × 2 × 2 factorial experimental design: 64 college students learned two lists of 12 pairs, one with unmixed list (Exp. I) and the other with mixed list (Exp. II). Four repetitive experimental sequences in each experiment were RTRT …, RRTRRT. … RTTRTT …, and RRTTRRTT. … No significant differences were found between mixed- and unmixed-list designs for any given statistic examined. The findings indicate that individual pairs in a given condition were learned relatively independently of those in the other conditions within a list. The present results were close replications of the previous study by Izawa (1966a) and support the stimulus fluctuation model.

scholarly journals Paired associate learning tasks and their contribution to reading skills

2016 ◽  
Vol 46 ◽  
pp. 54-63 ◽  
Author(s):  
Catalina Mourgues ◽  
Mei Tan ◽  
Sascha Hein ◽  
Emma Ojanen ◽  
Jodi Reich ◽  
...  
Keyword(s):  
Reading Skills ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Learning Tasks

Extraversion and Increased Interference in Paired-Associate Learning

1969 ◽  
Vol 29 (2) ◽  
pp. 403-406 ◽  
Author(s):  
Edgar Howarth
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
Learning Performance ◽  
Associate Learning ◽  
Personality Differences ◽  
Learning Tasks ◽  
The Face ◽  
Animal Names ◽  
Standard Learning ◽  
Competing Responses

A previous study had shown that extraverts were superior in serial learning under distraction by competing responses from previously learned material. The present study introduced an incremental interference technique applied to paired-associate learning and verified the previous finding that personality differences can systematically affect standard learning tasks. The learning performance of 11 extraverts, 11 controls and 11 introverts was compared on a task consisting of five pairings of a color and a short animal name, e.g., Black-pig. After S had mastered the first series, the animal names were differently assigned among the colors so S had to learn in the face of competing responses. Finally, the pairings were changed in a third series, at which time the extraverts significantly outperformed (trials to criterion) the introverts, control Ss occupying an intermediate position.

The Effect of Repetition of Items on Two Phases of Paired Associate Learning

1964 ◽  
Vol 16 (3) ◽  
pp. 224-231 ◽  
Author(s):  
Peter B. Warr
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
Response Learning ◽  
Associate Learning ◽  
Learning Tasks ◽  
Two Phases

An investigation is reported in which the effect of repetition of items on two learning tasks is determined. These tasks are considered to be analogous to the response-learning and associative phases of paired associate learning. The findings tend to support the hypotheses under investigation, that response learning is an all-or-none occurrence and that the associative phase may be explained by the dual factor hypothesis.

Experimenter-Made vs Subject-Made Mnemonics in Paired-Associate Learning

1968 ◽  
Vol 22 (1) ◽  
pp. 227-231 ◽  
Author(s):  
Lewis R. Lieberman ◽  
William M. Walters ◽  
William Miles Cox
Keyword(s):  
Paired Associate ◽  
Learning Task ◽  
Paired Associate Learning ◽  
Scholastic Aptitude Test ◽  
The Other ◽  
Associate Learning ◽  
Paired Associates ◽  
Scholastic Aptitude ◽  
Mnemonic Devices ◽  
The Difference

Two groups of Ss learned 42 pairs of words as a standard paired-associates learning task. One group was provided with mnemonic devices as an aid in learning the pairs and the other group was told to make up their own mnemonic aids. The difference in the number of pairs learned was not significant. Correlation between recall scores and Scholastic Aptitude Test verbal scores approached 0. There was a high correlation between the number of Ss who recalled a given pair correctly in the two groups. This suggests that certain pairs of words are easier to learn than others, regardless of whether S is given a mnemonic aid or has to contrive his own.

A Joint Investigation of Associative and Word Frequency in Paired-Associate Learning

1965 ◽  
Vol 16 (3_suppl) ◽  
pp. 1165-1172 ◽  
Author(s):  
Fred Schwartz
Keyword(s):  
Word Frequency ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Independent Variables ◽  
Joint Investigation

Ss learned lists which varied in both associative and word frequency. Associative frequency accounted for most of the experimental variance; word frequency accounted for a small but significant portion of the variance. The independent variables were orthogonal.

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