scholarly journals Response word frequency in paired-associates learning

1969 ◽  
Vol 16 (6) ◽  
pp. 308-309 ◽  
Author(s):  
S. I. Shapiro

2020 ◽  
Vol 228 (4) ◽  
pp. 254-263 ◽  
Author(s):  
Pedro S. Mendes ◽  
Karlos Luna ◽  
Pedro B. Albuquerque

Abstract. The present study tested if word frequency effects on judgments of learning (JOLs) are exclusively due to beliefs or if the direct experience with the items also plays a role. Across four experiments, participants read prompts about the frequency of the words (high/low), which could be congruent/incongruent with the words’ actual frequency. They made pre-study JOLs (except Experiment 1b), immediate JOLs, and completed a recall test. If experience drives the effect, JOLs should be based on actual word frequency rather than the prompts. Results showed higher pre-study JOLs for prompts of high frequency, but higher immediate JOLs for high-frequency words regardless of the prompt, suggesting an effect of direct experience with the words. In Experiments 2 and 3, we manipulated participants’ beliefs, finding a small effect of beliefs on JOLs. We conclude that, regarding word frequency, direct experience with the items seems more relevant than beliefs when making immediate JOLs.



2009 ◽  
Author(s):  
Marianna D. Eddy ◽  
Jonathan Grainger ◽  
Danielle Lopez ◽  
Phillip J. Holcomb


2009 ◽  
Author(s):  
Jennifer S. Burt ◽  
Stefanie I. Becker ◽  
Michael Carroll ◽  
Roger W. Remington
Keyword(s):  




2010 ◽  
Author(s):  
Mario O. de Jonge ◽  
Diane Pecher ◽  
Jan W. Van Strien ◽  
Huib Tabbers ◽  
Rene Zeelenberg


2010 ◽  
Author(s):  
Troy A. Smith ◽  
Daniel R. Kimball ◽  
Martha Mann


2014 ◽  
Author(s):  
Krista A. Miller ◽  
Gary E. Raney




1997 ◽  
Author(s):  
Roger W. Remington ◽  
Robert S. McCann ◽  
Mark Van Selst


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