Studies of Paired-Associate Learning as a Function of Normative Word-Association Strength

1971 ◽  
Vol 29 (1) ◽  
pp. 187-190 ◽  
Author(s):  
William R. Balch ◽  
S. I. Shapiro
Keyword(s):  
Word Association ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Association Strength ◽  
Associate Learning ◽  
The Past ◽  
Association Data

A bibliography is provided of studies of paired-associate learning as a function of word-association strength inferred from normative collections of word-association data. Over 60 such studies have been published during the past decade.

Individual differences in word association in relation to paired-associate learning

1967 ◽  
Vol 6 (1) ◽  
pp. 107-111 ◽  
Author(s):  
Jum C. Nunnally ◽  
James H. Koplin ◽  
Richard L. Blanton ◽  
Robert E. Shaw
Keyword(s):  
Individual Differences ◽  
Word Association ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Associate Learning

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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