Subjects learning high-frequency names had significantly better recall, confirming that color memory is a function of linguistic codability, not perceptual experience. (Author)

The present experiments were an attempt to clarify the mixed results on the interitem manipulation of implicit associative responses in verbal discrimination. (Author)

The primary objective of the research reported in this paper was to examine the relationship between early formal school experiences and the development of certain learning and memory processes. (Author)

The learning of backward associations by pigeons during training of forward associations was studied in three experiments using a symbolic matching task. The data are contrasted with the strong evidence of learning of backward associations by humans. (Editor/RK)

Conclusions from five experiments were: that the frequency of implicit associational responses has minimal effect on verbal-discrimination and two-category classification learning; and that the intrapair associations which do develop in verbal-discrimination learning are not critically involved in the making of those discriminations. (Authors/CB)

Two experiments conducted to examine the methods that have been hypothesized to characterize the learning of paired associates. (Author/MM)

Article describes an experiment showing through paired associate testing how different groups can have the same total learning time. (Author/MM)

Two experiments found reduced proactive inhibition when subjects were induced to use the nonpreferred components of a compound stimulus during first-list learning. (Editor)

The hypothesis that either familiarization or the association of items to context produces the crossover effect in whole-part learning was tested. The crossover effect refers to the eventual negative information transfer that occurs at the end of second-list learning. Results were interpreted in terms of a stage model of learning. (Editor/RK)

Results are consistent with the assumption that subjects do not change functional stimuli because of the negative transfer produced by learning different responses to the same nominal stimuli. (Authors/CB)

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