This study was conducted to determine the generality of the automatic encoding phenomenon. It was hypothesized that elaborative facilitation of paired associate learning would be induced by mere inspection of conjoined referents without instructions to remember. Subjects were 120 kindergarten and 120 second grade children who were tested…

Twenty male and 20 female first graders were trained in a paired-associates (PA) learning task to test the hypothesis that instructions to generate interactive mental images of word referents and interactive imagery training administered prior to PA learning facilitate cued recall. Subjects were randomly assigned to one of the following five…

This study was designed to investigate the functional similarity of the mental processes children use to learn verbal tasks and pictorial tasks. Children in grades 3 and 6 (n=144) and in grade 9 (n=112) were given four short paired-associate tasks entitled Pictures, Concrete Words, Abstract Words, and Japanese Characters. The tasks consisted of…

Relationships existing between elements of intelligence, age, and environment and meaningfulness of materials were examined along with the hypothesis that an increase in meaningfulness of materials would cause the mean difference in learning scores for different intelligence levels to first increase, then decrease. In a paired-associate task,…

The facilitation observed when paired-associates (PA) are presented or generated in a meaningful string is a phenomenon that is well-documented, and raises a number of developmental issues. The principal objective of the current research was to examine the relationship between performance on an auditory PA task and the linguistic components of…