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)

The subjects in two experiments learned either two successive unrelated verbal-discrimination or paired-associate tasks, with anticipation and feedback durations factorially combined (2 or 4sec). (Editor)

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)

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)

The present experiment was designed to investigate the role of the PA test trial by use of a design in which the testing phase of a series of PA recall trials was deleted and replaced on each of the trials by a computational procedure. (Author)

In the present study an attempt was made to investigate the duality of encoding mechanisms via instructional sets that were independent of stimulus characteristics. (Author)

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)

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)

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)