This paper describes an in-class activity to introduce random assignment, paired data, and learning effect. The activity requires minimal materials, can be completed in a single class period, and is suitable for those using technology to conduct data exploration but can also be adapted for use in a technology-free classroom. The activity consists…

We investigated the benefits of two ways to use flashcards to perform retrieval practice: alone versus with a partner. In three experiments, undergraduate students learned word-definition pairs using flashcards alone (Individual condition) or with another student (Paired condition). Participants then made global judgments of learning (gJOLs;…

Interim testing of studied information, compared with restudying or no treatment, facilitates subsequent learning and retention of new information--"the forward testing effect." Previous research exploring this effect has shown that interim testing of studied information from a given domain enhances subsequent learning and retention of…

Retrieving studied materials often enhances subsequent learning of new materials (Pastötter & Bäuml, 2014). However, retrieval has also been shown to impair new learning (Finn & Roediger, 2013). In this article, we attempted to determine when retrieval enhances and when it impairs new learning. We argue that testing impairs new learning…

The facilitative effect of retrieval practice, or testing, on the probability of later retrieval has been the focus of much recent empirical research. A lesser known benefit of retrieval practice is that it may also enhance the ability of a learner to benefit from a subsequent restudy opportunity. This facilitative effect of retrieval practice on…

The present experiments examined perceptual specificity effects using a rereading paradigm. Eye movements were monitored while participants read the same target word twice, in two different low-constraint sentence frames. The congruency of perceptual processing was manipulated by either presenting the target word in the same distortion typography…

Reports three experiments which examined whether three- and four-year-olds learn simple letter-numeral pair associations incrementally or in an all-or-none manner. Results were consistent with the hypothesis that these items were learned in an all-or-none manner. (JMB)

The relationship between complexity of learning strategy and performance of paired associate learning of 29 verbally gifted students (9-14 years old) was investigated. A comparison of strategies with those reported by nongifted students did not disclose qualitative differences. Gifted subjects did demonstrate great speed in acquiring and retaining…

Two experiments on how symmetrical difficulty factors (word familiarity and concreteness) affect stages of associative learning are reported. Learning parameters reacted in a qualitatively similar manner to stimulus and response manipulations. Paired associate items are represented in memory as unitary traces rather than as separate stimulus and…

Fourth, sixth, and eighth grade students studied a word learning task and were tested on three consecutive days. Expectancy statements were made by half the subjects. These results seemingly contradict previous research, but the contradiction was explained in terms of task complexity. Expectations were found to be motivational. (Author/BW)

Three paired-associate learning studies were designed to test the hypothesis that individual differences in learning speed are determined by the types of elaborative strategies used by learners during acquisition. Slow learners generate fewer elaborators and produce less effective elaborators, even when using the same strategy as fast learners.…

The effects of rate repetition, self-generated visualization, and supplied visuals on the memorization of concrete noun-word pairs were investigated using 27 gifted children in grades four to six. The hypothesis that self-generated imagery techniques would be superior to supplied visuals was not supported. (Author/PN)

The extant picture-learning research does not address confusing word pairs that are not concrete (e.g., in and into). In this study, university students viewed 11 timed Web pages containing information on confusing word pairs. Each page addressed one word pair and distinguished the words with examples (example group), examples and rules (rule…

Four experiments examined priming between newly learned paired associates through two procedures, lexical decision and item recognition. Results argue against a functional separation of the semantic and episodic memory systems. (Author/AM)

Describes a paired-associate learning experiment in which American Sign Language signs of high and low translucency and high and low cheremic similarity were presented to sign-naive subjects. One hypothesis, that translucency would facilitate learning, was confirmed; a second, that cheremic similarity would retard sign learning, was not.…