scholarly journals Effects of associative reaction time and spaced presentations of stimulus-test items, response-test items, and stimulus-response repetitions on retention in paired associate learning

1976 ◽  
Vol 7 (2) ◽  
pp. 205-207 ◽  
Author(s):  
Edward C. C. McAllister
Keyword(s):  
Reaction Time ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Response Test ◽  
Test Items ◽  
Stimulus Response

Effects of Type of Recall Test and Spaced Presentations of Stimulus Terms, Response Terms and Stimulus-Response Terms on Retention in Paired-Associate Learning

1973 ◽  
Vol 33 (1) ◽  
pp. 307-311 ◽  
Author(s):  
Edward W. C. McAllister
Keyword(s):  
Retention Test ◽  
Paired Associate ◽  
Response Term ◽  
Paired Associate Learning ◽  
Stimulus Term ◽  
Associate Learning ◽  
Stimulus Response ◽  
Reinforcement Interval ◽  
Delay Of Reinforcement ◽  
Term Response

The present experiment tested the effects of reinforcement type (stimulus term, response term, and stimulus-response pairs) and type of recall-retention test (stimulus type or response type) as between- S variables and delay-of-reinforcement interval as a within- S variable on retention in paired-associate learning. The analysis showed that type of reinforcement and delay-of-reinforcement interval resulted in significant effects. Type of recall-retention test was not significant and interactions were nonsignificant.

The Mismeasurement of Mind: Life-Span Changes in Paired-Associate-Learning Scores Reflect the “Cost” of Learning, Not Cognitive Decline

2017 ◽  
Vol 28 (8) ◽  
pp. 1171-1179 ◽  
Author(s):  
Michael Ramscar ◽  
Ching Chu Sun ◽  
Peter Hendrix ◽  
Harald Baayen
Keyword(s):  
Life Span ◽  
Native Speakers ◽  
Paired Associate ◽  
Computational Simulation ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Test Items ◽  
Age Related ◽  
Language Exposure ◽  
The Cost

The age-related declines observed in scores on paired-associate-learning (PAL) tests are widely taken as support for the idea that human cognitive capacities decline across the life span. In a computational simulation, we showed that the patterns of change in PAL scores are actually predicted by the models that formalize the associative learning process in other areas of behavioral and neuroscientific research. These models also predict that manipulating language exposure can reproduce the experience-related performance differences erroneously attributed to age-related decline in age-matched adults. Consistent with this, results showed that older bilinguals outperformed native speakers in a German PAL test, an advantage that increased with age. These analyses and results show that age-related PAL performance changes reflect the predictable effects of learning on the associability of test items, and indicate that failing to control for these effects is distorting the understanding of cognitive and brain development in adulthood.

Methodological Studies in Paired-Associate Learning: I. Procedure, Design, and Meaningfulness

1972 ◽  
Vol 34 (2) ◽  
pp. 387-395 ◽  
Author(s):  
Donald J. Mueller ◽  
Adrian Chan ◽  
James M. Gumina
Keyword(s):  
Repeated Measures ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Repeated Measurements ◽  
Stimulus Complexity ◽  
Associate Learning ◽  
Discrete Trials ◽  
Stimulus Response ◽  
Response Meaningfulness ◽  
Methodological Studies

Design (repeated measures, completely randomized), Presentation Method (paced anticipation, discrete trials), Stimulus Complexity (CVC trigrams, dissyllables), and Stimulus-Response Meaningfulness (high-low, low-high) were varied in 3 experiments. It was shown that repeated measurements design was more directly related to the interaction of meaningfulness level with stimulus-learning than with response-learning in paired-associate learning.

Effects of Associative Reaction Time and Meaningfulness of Stimulus Terms in Forward and Backward Paired-Associate Learning

1970 ◽  
Vol 27 (3) ◽  
pp. 867-873 ◽  
Author(s):  
Ronald Ley ◽  
David Locascio
Keyword(s):  
Reaction Time ◽  
Recall Test ◽  
Paired Associate ◽  
Presentation Rate ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Backward Recall ◽  
Long Latency ◽  
Stimulus Recognition ◽  
Stage Analysis

48 Ss learned a list of PAs, at either a 2-sec. or 7-sec. presentation rate (PR), in which the stimulus terms were assessed on the bases of associative reaction time (RT) and meaningfulness (M). In forward anticipation learning, the effect of RT of stimulus terms was not significant but M was, with the greatest effect at the 2-sec. PR. In a backward recall test, the short-latency RT stimulus terms were recalled more frequently than the long-latency RT terms and high-M terms were recalled more frequently than low-M terms. The results were interpreted in terms of a two-stage analysis in which the effects of M were related to stimulus recognition and the effects of RT to stimulus recall.

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