The initial concern of these studies was with the superiority of pictures over corresponding words as stimuli in paired associate learning. (Author)

Attempts to help specify the boundary conditions for use of the recognition-recall method, i.e., recall made conditional upon recognition, and to use this method to evaluate a hypothesis about stimulus-concreteness effects with low-meaningful responses. (Author/RK)

Ninety six second graders each had three study/test trials with picture/picture or picture/word associates. Article investigated their responses. (Author/RK)

Purpose of this experiment was to investigate the relationship between stimulus recognition and various learning conditions which were designed to affect both stimulus encoding and associative learning in a paired-associate task. (Authors)

The accuracy of the feeling-of-knowing was assessed with regard to recall and recognition under three conditions: advanced or nonadvanced organizers; learned or nonlearned information; and sex differences. Twenty subjects learned pair-associates and were tested for recall and recognition, accompanied by ratings of feeling-of-knowing strength.…

Study demonstrates the powerful facilitative effects of both sentences and interactive pictures in PA tasks, replicating previous findings. (Authors/MB)