Two techniques of anxiety reduction are studied singly and in combination: rapid repetition of words and paired-associate learning. Paired-associate learning with Counteracting Response Associates yielded the best long-term reduction in response anxiety, which suggests the potential application of this technique in therapy. (Authors/CB)

Two experiments were designed to detect frustration phenomena hitherto only observed in subhuman animals, frustration being defined as the omission of the response item after a correct anticipation in a partial reinforcement schedule. (Authors)

Conclusions from five experiments were: that the frequency of implicit associational responses has minimal effect on verbal-discrimination and two-category classification learning; and that the intrapair associations which do develop in verbal-discrimination learning are not critically involved in the making of those discriminations. (Authors/CB)

Results confirm the observation that college students tend to select the more meaningful of two redundant-cue elements for completion of the associative stage of PA learning. (Authors)

Research was designed to extend the encoding variability hypothesis to highly integrated verbal units and to explore the relationship between stimulus and response meaningfulness in an A-C transfer paradigm. (Authors)

Reinstatement is the increased retention of previously learned behavior. (MB)

Findings are most consistent with a mediation interpretation of transfer. (Authors)

The role of motor activity in children's formation of dynamic mental imagery was investigated in 2 experiments using a paired-associate recognition task. (Authors)

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)

Aim of this experiment was to determine whether the increased retention of early learned behavior in animals might also be operable in children. (Authors/MB)

Study investigated performance under the conditions of: presentation of noninteracting picture pairs, presentation of interacting picture pairs, and presentation of noninteracting picture pairs with instructions to create interacting images. (Authros/CB)

Results support the importance of the passage of time during learning as the crucial factor affecting high-arousal recall. (Author/MB)

Pattern of results suggests that retardates were relatively deficient in the spontaneous use of effective rehearsal mechanisms, but could perform as well as normals when instructed to use a specific rehearsal strategy. (Authors)

Results show that the most efficient way to learn a series of lists is to form a new interactive image for each new response to a given stimulus, but the most efficient way to retain the lists is to repeat the previous response items while each new list is being learned. (Author)