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)

The effects of vocalized tests on paired-associate learning were compared with those of silent tests and of blank trials by using six conditions, each repeating a pattern of six cycles including one study trial. (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)

Tulving and others (Tulving, 1974; Tulving & Madigan, 1970) have distinguished two kinds of forgetting of verbal information: trace-dependent forgetting and cue-dependent forgetting. Attempts to determine which type occurs in retroactive inhibition of free-recall learning. (Author/RK)

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)

The present study examined the effects of two variables, association value (low, high) and length of anticipation interval (3 sec, 6 sec) on the paired-associate transfer performance of young and elderly adults in the A-B A-B paradigm. (Editor)