Results of experiment clearly indicate the superiority of forward associations. (Author)

Two experiments were designed to detect frustration phenomena hitherto only observed in subhuman animals, frustration being defined as the omission of the response item after a correct anticipation in a partial reinforcement schedule. (Authors)

Results confirm the observation that college students tend to select the more meaningful of two redundant-cue elements for completion of the associative stage of PA learning. (Authors)

Previous puzzling inconsistencies in results of experimental comparisions of paired-associate anticipation with recall (study-test) methods are indicated by Izawa's 1971 data to reflect longer inter- and/or intratrial intervals in experiments showing marked superiority of the recall method. (Editor)

Research was designed to extend the encoding variability hypothesis to highly integrated verbal units and to explore the relationship between stimulus and response meaningfulness in an A-C transfer paradigm. (Authors)

Study designed to assess the effectiveness of different types of visual mnemonics on the memory for nouns in a paired-associate learning paradigm. (Authors)

Findings are most consistent with a mediation interpretation of transfer. (Authors)

Two experiments examined the role of meaningfulness (m), perceptual grouping, and organizational factors in recognition memory of consonant-vowel-consonant (CVC) trigram stimuli. (Editor)

The purpose of the present study was to investigate the nature of the processing of material for recall and recognition as a function of Ss' knowledge of mode of test in order to provide an interpretation of earlier studies. (Author/RK)

Results support the importance of the passage of time during learning as the crucial factor affecting high-arousal recall. (Author/MB)

In three studies, pictures and words were compared on measures of imagery mediation, recall, and recognition in paired-associate learning. (Author)

A new hypothesis is proposed to account for both superior and equal performances under the study-test method as compared with the anticipation method. (Author)