The subjects in two experiments learned either two successive unrelated verbal-discrimination or paired-associate tasks, with anticipation and feedback durations factorially combined (2 or 4sec). (Editor)

The present experiment focused on the cue-selection strategies retarded individuals use during paired-associate learning. (Author)

Several experiments have shown that isolating a response term facilitates paired-associate learning even when the response terms are well-integrated items. The present experiment was done to determine whether response-term recall would also be enhanced under this condition. (Author/RK)

To test the prediction from generalization theory that the ease of learning an item will be inversely related to the size of the set of which it is a member, 80 subjects were exposed to a serially presented list of pairs for 15 trials. (Editor)

The purpose of this study was to determine if stimuli of high potential imagery (pictures) would be less subject to negative transfer than stimuli of lower potential imagery (concrete words). (Editor)

The effects of vocalized tests on paired-associate learning were compared with those of silent tests and of blank trials by using six conditions, each repeating a pattern of six cycles including one study trial. (Editor/RK)

Examines the position that the presence of contexts facilitates paired-associate learning through mediation. (Editor/RK)

The initial concern of these studies was with the superiority of pictures over corresponding words as stimuli in paired associate learning. (Author)

The present study was designed to investigate the manner in and the extent to which a subject's experience with the position of items influences the strength of interitem associations as they are measured by intralist intrusions, by the association method, and by transfer effects on paired-associate performance. (Author/RK)

The present study aimed to apply to the retention of a serially learned list some principles suggested by recent research on interference in the retention of paired associates. (Author/RK)

The results of the present study indicated that learning under feedback type A (presentation of correct response) occurred more rapidly than under type B (presentation of the position of the correct response). (Author)

Attempts a more direct, functional analysis of associative processing than is possible within the traditional two-stage transfer paradigm. (Author/RK)

The differential effects of studying for recall and recognition tests were studied by means of a transfer experiment. The 48 subjects learned three lists of paired associates with either all recall tests or all recognition tests and then were transferred to a fourth list with either the same test or the other test. (Editor)

The evidence from studies of component selection in paired-associate learning is reviewed and then considered in relation to Martin's (1968) hypothesis of encoding variability and Rudy's (1974) model of variations in the associative process. Component-selection tasks are also compared to verbal concept-formation tasks. (Editor)