scholarly journals Acoustic similarity in long-term paired-associate learning

1969 ◽  
Vol 16 (4) ◽  
pp. 209-211 ◽  
Author(s):  
H. C. A. Dale ◽  
A. D. Baddeley
1971 ◽  
Vol 23 (1) ◽  
pp. 1-7 ◽  
Author(s):  
H. C. A. Dale ◽  
Alex McGlaughlin

Contrary to previous indications, retroactive interference in long-term paired associate learning was found to be a function of acoustic similarity. Experimental groups were exposed to the A–B, A′–C paradigm where corresponding stimuli were homophones. Their retention scores were substantially and significantly lower than control groups run with an A–B, C–D paradigm. The failure of previous studies to reveal effects of acoustic similarity in this way is attributed to the use of an insufficiently high degree of similarity.


1974 ◽  
Vol 35 (2) ◽  
pp. 915-918
Author(s):  
Jeanne K. Andriot

34 undergraduate students were assigned to learn one of two lists of 8 CVCs paired with two-digit numbers. After the “memory buffer,” a limited-capacity intermediate stage between sensory input and long-term store, was filled, all Ss forgot old syllables when adding new ones a significant number of times. The CVCs of one list had an association value of 80% and those of the other list an association value of 20%. Although CVCs having lower association values required a greater number of trials to reach criterion there was no significant interaction between association value and the displacement of syllables. This study was designed to support Atkinson's (1969), Feigenbaum's (1969), and Talland's (1968) multi-stage learning models by showing that after the memory buffer is filled in paired-associate learning using the anticipation method, new syllables are learned at the expense of forgetting old syllables.


2020 ◽  
Vol 228 (4) ◽  
pp. 278-290 ◽  
Author(s):  
Eylul Tekin ◽  
Henry L. Roediger

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.


1976 ◽  
Vol 12 (2) ◽  
pp. 119-124 ◽  
Author(s):  
Nancy J. Treat ◽  
Hayne W. Reese

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