Noun pairs were learned by younger and older adults. Anticipation and presentation intervals were manipulated, and there were no-imagery, experimenter-provided imagery, and self-generated imagery instructions. Older subjects generated and used imagery with the same facility as younger subjects, although retrieval time was longer. (GO)

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.…

Children learn noun pairs presented in sentences more readily than noun pairs presented alone; such a sentence effect is not found in college students. Two experiments were performed to evaluate the hypothesis that this discrepancy can be attributed to an interaction between experimental conditions and developmental level. (Editor)

An investigation was undertaken to determine whether highly aroused (e.g. highly anxious) students are handicapped with regard to their ability to learn through deep processing and elaboration. The hypothesis that well-developed deep and elaborative habits of thought might counteract the disruptive effects that excessive arousal has upon students…

The effects of neutral, separate, and interactive imagery instructions on the learning performance of first and fifth graders were compared for both single-item and paired-associate tasks. Results revealed that both younger and older children using images did show facilitation, compared with those not using images. (Author/GK)

Mnemonic value of spellings in a paired-associate sound learning task was examined in first and second graders. Learning was fastest when correct spellings were seen or imagined. The preferred interpretation was that spellings are effective because they provide readers with orthographic images for symbolizing and storing sounds in memory.…

Research supported by U.S. Office of Education Contract OE-4-10-158 and Office of Naval Research Contract Nonr-624(18). Published under separate cover as part II of v60 n4.

A study was conducted to investigate the facilitation of learning word pairs (paired associate learning) using connected text rather than the unrelated, simple sentences of previous research. Each of 64 fifth graders, classified as either a high or a low reading achiever, was assigned to one of four presentation conditions: (1) hear sentences/read…

This summary of a program of research in children's learning describes the effects of pictures and visual imagery on children's cognitive performance. The role of individual differences is highlighted throughout the paper, as are variables which potentially limit the effects discussed. Some of the conclusions were that in a large number of…

Effects of verbal and pictorial elaboration on long-term memory were assessed. Second-graders learned a list of nouns by the paired-associate method, and long-term retention was assessed after seven days. Results indicated that although elaboration facilitates initial acquisition, it neither helps nor hinders long-term retention. (Author/RD)

College students learned artificial grammar under two conditions: paired associate learning (PA), and observation of exemplars (OBS). OBS induced abstract representation of the rules of grammar. PA produced very different learning--subjects knew some whole items but detected little structure. Grammar was learned largely by analogy rather than…