Two experiments examined the role of meaningfulness (m), perceptual grouping, and organizational factors in recognition memory of consonant-vowel-consonant (CVC) trigram stimuli. (Editor)

The present study attempted to determine whether young children can make implicit chains involving images and words. (Author)

Argues that first language acquisition is essentially based on a process very similar to classical conditioning. (TO)

Pretest measures of paired-associate learning and mediational skill were obtained on 36 educable mentally retarded children in primary grades, after which the children were assigned in groups of 12 to an intentional training condition, an observational learning condition, and a control group condition. (Author/MC)

Differential incentive values of verbal stimuli were tested under conditions of high and low reinforcement. Results indicated the 40 fifth grade boys acquired responses faster when high preference items were used. (ST)

Two experiments investigate the effects of mnemonic imagery on paired associate learning and retention of deaf and hearing children from verbally deficient populations. Interference with learning was built into both experiments by using lists of similar stimulus words; control groups learned lists with low stimulus similarity. (DP)

Two experiments were conducted and the results of both experiments were viewed as consistent with the hypothesis that episodic information (e.g., word pairs, word grouping) is stored separately from semantic information (categories) in long-term memory. (Editor/RK)

The purpose of the present study was to investigate the nature of the processing of material for recall and recognition as a function of Ss' knowledge of mode of test in order to provide an interpretation of earlier studies. (Author/RK)

Results of this study offer clear evidence that the verb facilitation effect in children's associative learning is not dependent on the presentation of a consistent verb connective. (Author)

Conjunctive (CJ), inclusive disjunctive (ID), and conditional (CD) concept conditions were compared with a paired-associate learning (PAL) condition using equivalent information tasks. (Author)

A discussion of experiments with four-year-old children posed with the paired-associate task of learning where nine different animals lived, using apparatus designed for self-instruction through picture matching. (Author)

School achievement was positively related to performance on the abstract task and was generally unrelated to performance on the concrete task. (Authors)

Measures performance on a task which was uncontaminated by incomplete learning of the task and determines the effects on such uncontaminated performance of two postulated kinds of drives (energizing and disruptive). (Author)

Results suggested that: cue encoding leads to greater associative recall; there was no difference in likelihood of associative recall between items encoded in a stable manner and items encoded in an unstable manner; and encouraging to encode cues did not facilitate associative recall. (Authors)

Absolute judgment may be characterized as a special case of paired-associate learning in which the stimuli and responses are ordered, and responses are assigned to stimuli in serial order. (Authors)