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Direct linkHuff, Mark J.; Balota, David A.; Hutchison, Keith A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
We examined whether 2 types of interpolated tasks (i.e., retrieval-practice via free recall or guessing a missing critical item) improved final recognition for related and unrelated word lists relative to restudying or completing a filler task. Both retrieval-practice and guessing tasks improved correct recognition relative to restudy and filler…
Descriptors: Testing, Guessing (Tests), Memory, Retention (Psychology)
Mulligan, Neil W.; Peterson, Daniel J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
A fundamental property of human memory is that repetition enhances memory. Peterson and Mulligan (2012) recently documented a surprising "negative repetition effect," in which participants who studied a list of cue-target pairs twice recalled fewer targets than a group who studied the pairs only once. Words within a pair rhymed, and…
Descriptors: Memory, Repetition, Paired Associate Learning, Word Lists
Do Students Think That Difficult or Valuable Materials Should Be Restudied Sooner Rather than Later?
Cohen, Michael S.; Yan, Veronica X.; Halamish, Vered; Bjork, Robert A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
Despite the clear long-term benefits of spaced practice, students and teachers often choose massed practice. Whether learners actually fail to appreciate the benefits of spacing is, however, open to question. Early studies (e.g., Zechmeister & Shaughnessy, 1980) found that participants' judgments of learning were higher after massed than after…
Descriptors: Study Habits, Intervals, Time Management, Time Factors (Learning)
Arbuckle, Tannis Y. – Journal of Experimental Psychology, 1971
Descriptors: Paired Associate Learning, Word Lists
Henry, Nancy; Voss, James F. – J Exp Psychol, 1970
Descriptors: Classification, Concept Formation, Paired Associate Learning, Word Lists
Rogers, J. L.; Battig, W. F. – Journal of Experimental Psychology, 1972
Indicates that substantial levels of free recall learning are necessary before there is significant subsequent interference with incompatible pairings of these same items. (AN)
Descriptors: Association (Psychology), Paired Associate Learning, Recall (Psychology), Word Lists
Schwartz, Marian; And Others – J Exp Psychol, 1970
Descriptors: Paired Associate Learning, Stimulus Devices, Verbal Stimuli, Word Lists
Nelson, Douglas L.; And Others – Journal of Experimental Psychology, 1971
Descriptors: Error Patterns, Paired Associate Learning, Serial Learning, Word Lists
Paul, Coleman – Journal of Experimental Psychology, 1970
Descriptors: Discrimination Learning, Paired Associate Learning, Verbal Learning, Word Lists
Peer reviewedBirnbaum, Isabel M. – American Journal of Psychology, 1970
Descriptors: Experimental Psychology, Paired Associate Learning, Reading, Recall (Psychology)
Johnson, Ronald E. – J Exp Psychol, 1970
Descriptors: Analysis of Variance, Paired Associate Learning, Responses, Stimulus Devices
Wichawut, Chaiyaporn; Martin Edwin – J Exp Psychol, 1970
Descriptors: Codification, Hypothesis Testing, Paired Associate Learning, Recall (Psychology)
Brainerd, C. J.; And Others – Journal of Experimental Psychology: Human Learning and Memory, 1980
Two experiments on how symmetrical difficulty factors (word familiarity and concreteness) affect stages of associative learning are reported. Learning parameters reacted in a qualitatively similar manner to stimulus and response manipulations. Paired associate items are represented in memory as unitary traces rather than as separate stimulus and…
Descriptors: Goodness of Fit, Higher Education, Learning Processes, Paired Associate Learning
Download full textPerlmutter, Jane; Royer, James M. – 1972
To provide a further test of the paired-associate analogy to retroactive inhibition in free recall, this experiment investigated the effect of presenting both original learning (OL) and interpolated learning (IL) in either blocked category (B) or random (R) fashion. IL-OL Similar (S), IL-OL Different (D), and control (C) conditions were included.…
Descriptors: Cluster Grouping, Factor Analysis, Inhibition, Memory
Peer reviewedParker, Janat Fraser; Bass, Doris – American Journal of Psychology, 1975
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)
Descriptors: Paired Associate Learning, Pictorial Stimuli, Psychological Studies, Research Methodology
