The present experiment compared noun-pair learning, with and without sentence elaboration, on pairs representing all combinations of high and low frequency of usage on the stimulus and response side. (Author)

Results indicate that responses are not organized per se, but that response grouping is mediated by stimulus categories. (Author)

The results of the present study indicated that learning under feedback type A (presentation of correct response) occurred more rapidly than under type B (presentation of the position of the correct response). (Author)

The purpose of this experiment was to determine if the verbal system is involved in coding pictorial reresentations when the task requires the acquisition of their relative order. (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)

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)

Experiment was designed to test the explanation of the developmental interaction separately for the item learning and associative learning components. (Author)

Experiment was designed to examine the relationship between intelligence, stimulus meaningfulness and stimulus selection. (Authors)

Findings showed that the different conditions of acquisition produce equivalent long-term retention. (Author/MB)