The major purpose of the present study was to provide a direct comparison of temporal contiguity effects in intentional and incidental PA learning, using the same orienting conditions and ISI values in intentional and incidental learning tasks. (Author)

Previous research has investigated the effects of interpresentation lag within the context of experimenter-controlled lag values. The present study attempted to explore subject-controlled lag effects on paired-associate learning. (Editor)

Two paired-associate (PA) learning studies observed the acquisition performance of 85 college students with either odors or abstract figures as stimuli and numbers as responses. (Editor)

The present study was designed to investigate the manner in and the extent to which a subject's experience with the position of items influences the strength of interitem associations as they are measured by intralist intrusions, by the association method, and by transfer effects on paired-associate performance. (Author/RK)

This experiment examined the learning of affective and neutral words in a paired-associate list for chronic schizophrenics and normals. It was predicted that, relative to normals, the chronic schizophrenics would learn much fewer affective words than neutral words. (Author)

Attempts a more direct, functional analysis of associative processing than is possible within the traditional two-stage transfer paradigm. (Author/RK)

Three experiments are reported, all directed to the question of whether vicalization at presentation affects primary memory (PM) rather than secondary memory (SM). (Editor)

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)

Tests two theoretical accounts of imagery on paired-associate learning. These two theories, differentiation theory and mediation theory, have been proposed to account for the finding that stimilus imagery/concreteness is an important variable in paired-associate learning. (Author/RK)

Five experiments were conducted comparing performance on paired-associate lists of stimuli that rhymed with lists of stimuli that did not rhyme. Results are discussed in terms of the role of input position cues in aiding discrimination among items. (Editor/RK)

Discussion of the use of computer drills in education focuses on a study designed to compare the effect of a progressive state drill with the effect of having high school students implement their own strategies using flashcards. The use of sequential analysis is explained, and student attitudes are examined. (26 references) (Author/LRW)