Working from previous findings that learning of paired nouns improves when the nouns are joined by a verb rather than a preposition, and by a preposition rather than a conjunction, the present study investigates the factors influencing this form-class effect and offers an explanation in terms of transformational grammar. (Author/FWB)

A group of 19 subjects was exposed to a verbal passage for learning that contained associatively related words, while a second group of 19 subjects was exposed to the identical passage but with high association (HA) words replaced by low association (LA) words. A written prompted recall test followed presentation. Group HA had as prompts all of…

The experimental results reported here indicate that sentences are remembered and recalled in terms of semantic representations of the indicated words or concepts rather than in terms of phonological representations. (FB)

Language development in preschool children was studied using pairs of pictures with three types of verbal elaboration formed for each pair. After a training trial thirty children listened to one of three types of elaboration (simple sentence, compound or complex sentence, and paragraph). They were asked to name the corresponding response item.…

Results of the feedback experiments reported here were: (1) feedback facilitated learning when it followed wrong responses; (2) feedback had no effect on learning following correct responses; (3) feedback consisting of both the stimulus and the response was superior to no feedback, whereas feedback consisting of only the response did not differ…

The results of this study suggest that mnemonics may have little or no direct effect upon retention, although they profoundly influence the rate of original learning. Based upon a dissertation submitted in partial fulfilment of the requirements for the PhD., University of California, Berkeley, 1968. (Author/FWB)

Study resulting in the conclusion that the semantic relationships between words in the bilingual's languages influence tasks involving secondary memory, whereas no interlingual interference occurs in a second learning situation depending mostly upon primary memory. (Author/FWB)

A theoretical explanation of the phenomenon of recognition failure and a presentation of seven experiments investigating performance. Recognition failure is reduced when a more stringent recognition criterion is used, essentially eliminated when the proper access test is used and significantly reduced when variability in recognition performance is…

Retrieval dynamics in recognition memory for paired-associates learned by rote repetition or visual imagery mnemonics are studied with Reed's response signal method. The use of visual imagery resulted in higher asymptotic accuracy as expected, but somewhat slower retrieval dynamics initially. (Author/RM)

The results of this study indicate that the degree of pronunciation difficulty of Russian words is a more important factor than function (form class) properties of English response items in facilitating or retarding learning of Russian-English vocabulary pairs. (FWB)

In three studies, the effects of visual and phonological distinctness on the visual-verbal paired associate learning of dyslexic and normal readers at the age of 10-12 were examined. We hypothesized that both groups would be equally affected by the visual distinctness of the pictures, whereas the learning performance of the dyslexic children would…

WITH THE INTENTION OF APPLYING A MATHEMATICAL THEORY OF LEARNING TO SECOND LANGUAGE ACQUISITION, A TWO-PART EXPERIMENT USING TWO SETS OF 20 STUDENTS WAS CONDUCTED AT STANFORD UNIVERSITY. IN EXPERIMENT I THE SS (SUBJECTS) WERE ASKED TO DISTINGUISH DIFFERENCE OR SAMENESS IN PAIRS OF INITIAL RUSSIAN SYLLABLES. THESE 144 SYLLABLES WERE GROUPED INTO…