Building on 2 previous studies (B. R. Ekstrand, 1967; B. R. Ekstrand, M. J. Sullivan, D. F. Parker, & J. N. West, 1971), the authors present 2 experiments that were aimed at characterizing the role of retroactive interference in sleep-associated declarative memory consolidation. Using an A-B, A-C paradigm with lists of word pairs in Experiment 1,…

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)

The present experiment focused on the cue-selection strategies retarded individuals use during paired-associate learning. (Author)

Several experiments have shown that isolating a response term facilitates paired-associate learning even when the response terms are well-integrated items. The present experiment was done to determine whether response-term recall would also be enhanced under this condition. (Author/RK)

Two experiments contrasted the effects of high and low ego strength (as measured by Cattell's Sixteen Personality Factor Questionnaire) on confidence thresholds (FG scores) under the anticipation and recall methods. (Editor)

To test the prediction from generalization theory that the ease of learning an item will be inversely related to the size of the set of which it is a member, 80 subjects were exposed to a serially presented list of pairs for 15 trials. (Editor)

The purpose of this study was to determine if stimuli of high potential imagery (pictures) would be less subject to negative transfer than stimuli of lower potential imagery (concrete words). (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)

Research has indicated that interference produced by the sharing of sensory features of paired-associate stimulus words was not eliminated by processing the pairs at the meaning level. These experiments were intended to extend the range of conditions under which the sensory interference effect might persist, and to incorporate the findings within…

Examines the position that the presence of contexts facilitates paired-associate learning through mediation. (Editor/RK)

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)

Two experiments compared concrete nouns and numbers as retrieval cues for paired associates across three recall tests with Ss given instructions to form unbiased mnemonics, mnemonics biased toward the noun, mnemonics biased toward the number, or control instructions. (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)

The present study aimed to apply to the retention of a serially learned list some principles suggested by recent research on interference in the retention of paired associates. (Author/RK)

Author studied the capacity of the normal brain to carry out a paired-associate learning task by projecting the stimulus material to either the right or left hemisphere in order to establish if there was a lateral specialization for this type of learning in the normal brain. (Author/RK)