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)

Three experiments were conducted in which expectations of learning and transfer based on associative theory or frequency theory differed from those based on a theory of mental imagery. (Editor)

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)

In the present study an attempt was made to investigate the duality of encoding mechanisms via instructional sets that were independent of stimulus characteristics. (Author)

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

Sought to elucidate the nature of odor memory by applying paradigms from verbal learning and semantic memory and to investigate two processes affecting paired-associate performance. (Author/RK)

This experiment demonstrated that people can utilize relative situational frequency of occurrence to differentiate similary categorizable target items in paired-associate learning. (Editor)

Paivio's conceptual peg hypothesis was re-evaluated, intending to take proper account of the integrating image. (Editor/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)

It was hypothesized that the use of fading in response items of stimulus-response pairs constructed to simulate learning of a foreign language vocabulary would result in fewer errors than would the use of regular flash cards used in typical trial-and-error fashion. Subjects were college women volunteers randomly assigned to one of two experimental…

Nelson, Brooks, and Wheeler (1975) found that interference effects produced by physical similarity among word stimuli in paired associates result from the disruption of contact with the functional stimulus and that interference with associative retrieval is minimal. Data in this research challenge their conclusion on several grounds. (Author/RK)

The accuracy of the feeling-of-knowing was assessed with regard to recall and recognition under three conditions: advanced or nonadvanced organizers; learned or nonlearned information; and sex differences. Twenty subjects learned pair-associates and were tested for recall and recognition, accompanied by ratings of feeling-of-knowing strength.…

Focuses on the effect of verbal and pictorial stimuli on paired associate learning. The discussion centers on the traditional finding that learning is easier with pictures than with words as stimuli. Hypothesizes that this effect is caused by differential coding and storing strategies for words and pictures. (Editor/RK)

RESEARCH IS REPORTED HERE CONCERNING THE ASSUMPTION THAT ITEMS IN A LIST MUTUALLY AFFECT EACH OTHER IN VERBAL LIST-LEARNING. THE AUTHOR CONSIDERS BOTH THE MODE OF THE DATA ANALYSIS AND THE METHOD OF S-R (STIMULUS RESPONSE) PRESENTATION FOR A NUMBER OF RESTRICTED THEORETICAL ASSUMPTIONS INVOLVING ITEM INTERACTIONS IN S-R LIST-LEARNING EXPERIMENTS.…