Two experiments conducted to examine the methods that have been hypothesized to characterize the learning of paired associates. (Author/MM)

Article describes an experiment showing through paired associate testing how different groups can have the same total learning time. (Author/MM)

Research supported by grants from the National Science Foundation. (DS)

The keyword method of vocabulary learning was compared with five methods designed to increase semantic processing of the definitions of vocabulary words. The method enhanced vocabulary/definition (associative) learning, but not definition (response) learning per se. In contrast, the semantic conditions tended to increase nonassociative learning of…

Single word and continuous association test behaviors of children (mean age 15.1 years) at high (N=207) and low (N=104) risk for schizophrenia were analyzed as part of a longitudinal prospective study. (SBH)

Investigated children's word association in third graders (N=39) by randomizing and reading out 1 at a time 24 concrete nouns belonging to 12 categories. Found 20 out of 24 words evoked more paradigmatic than syntagmatic responses, with category names predominant, indicating children were organizing ideas at higher levels. (ABL)

Discusses Needham's findings that infants individuate objects by feature, within the framework of brain mechanisms that index or track individual objects, drawing upon theories of attention and working memory developed in the study of adults. Considers Needham's work as contributing to an understanding of categorization and the effect of object…