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The Acquisition of Simple Associations as Observed in Color-Word Contingency Learning
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Lin, Olivia Y.-H.; MacLeod, Colin M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
Three experiments investigated the learning of simple associations in a color-word contingency task. Participants responded manually to the print colors of 3 words, with each word associated strongly to 1 of the 3 colors and weakly to the other 2 colors. Despite the words being irrelevant, response times to high-contingency stimuli and to…
Descriptors: Associative Learning, Learning Processes, Contingency Management, Color
Misremembering What You See or Hear: Dissociable Effects of Modality on Short- and Long-Term False Recognition
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Olszewska, Justyna M.; Reuter-Lorenz, Patricia A.; Munier, Emily; Bendler, Sara A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
False working memories readily emerge using a visual item-recognition variant of the converging associates task. Two experiments, manipulating study and test modality, extended prior working memory results by demonstrating a reliable false recognition effect (more false alarms to associatively related lures than to unrelated lures) within seconds…
Descriptors: Memory, Recognition (Psychology), Auditory Perception, Correlation
Attentional Control and Asymmetric Associative Priming
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Hutchison, Keith A.; Heap, Shelly J.; Neely, James H.; Thomas, Matthew A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2014
Participants completed a battery of 3 attentional control (AC) tasks (OSPAN, antisaccade, and Stroop, as in Hutchison, 2007) and performed a lexical decision task with symmetrically associated (e.g., "sister-brother") and asymmetrically related primes and targets presented in both the forward (e.g., "atom-bomb") and backward…
Descriptors: Attention Control, Priming, Experimental Psychology, Associative Learning
Learned Predictiveness Influences Rapid Attentional Capture: Evidence from the Dot Probe Task
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Le Pelley, Mike E.; Vadillo, Miguel; Luque, David – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
Attentional theories of associative learning and categorization propose that learning about the predictiveness of a stimulus influences the amount of attention that is paid to that stimulus. Three experiments tested this idea by looking at the extent to which stimuli that had previously been experienced as predictive or nonpredictive in a…
Descriptors: Task Analysis, Classification, Cues, Prediction
Cross-Modal Binding in Developmental Dyslexia
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Jones, Manon W.; Branigan, Holly P.; Parra, Mario A.; Logie, Robert H. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
The ability to learn visual-phonological associations is a unique predictor of word reading, and individuals with developmental dyslexia show impaired ability in learning these associations. In this study, we compared developmentally dyslexic and nondyslexic adults on their ability to form cross-modal associations (or "bindings") based…
Descriptors: Experimental Psychology, Dyslexia, Predictor Variables, Associative Learning
Effects of Initial Level of Response Competition and Frequency of Exposure on Liking and Exploratory Behavior
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Saegert, Susan C.; Jellison, Jerald M. – Journal of Personality and Social Psychology, 1970
Descriptors: Associative Learning, Attitudes, Behavioral Science Research, Chinese
Learning and Processes of Associative Mediation
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Wicker, Frank W.; And Others – Journal of Psychology, 1975
Examines whether it is the mediator as a "product" or whether it is the "process" involved in a particular strategy that facilitates learning, concluding that neither view can be rejected. (RB)
Descriptors: Associative Learning, College Students, Educational Research, Higher Education
Morphological Structure in the Chinese Mental Lexicon.
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Zhou, Xiaolin; Marslen-Wilson, William – Language and Cognitive Processes, 1995
Investigates the role of morphological structure in the representation and processing of Mandarin Chinese compounds. Results provide evidence against single-layer, morpheme-based models of the Chinese mental lexicon, pointing instead to a two-layer, whole-word and morphemic model (the Multi-Level Cluster Representation Model). (67 references)…
Descriptors: Analysis of Variance, Associative Learning, College Students, Contrastive Linguistics