Three experiments assessing the effects of nonbizarre versus bizarre pictorial elaboration on the paired-associate retention of noun pairs were conducted with kindergarten and second-grade children. Both pictorial elaborations were found to facilitate performance relative to a standard presentation condition and forgetting of pairs was equivalent.…

Cued recall of items sharing a common property was compared to recall of items sharing no property. The latter were better recalled, but the former were recalled no better when cued by their unique property than by their shared property. (Author/PN)

Differences in recall and number of trials to criterion between incidental learning groups and control groups of undergraduate students when memorizing CVC trigrams of high or low intralist similarity were investigated in this study. Results indicate that incidental learning did occur and suggest that incidental learning facilitates intentional…

Instructions were given to first and sixth graders to use an imagery-retrieval strategy in recalling 18 paired associates. (SS)

Children and adults learned associations between line length and color. Subjects were then presented with pairs of colors and asked to choose the color that had been associated with the longer line. For all ages, choice reaction times were related to differences in, and ratios of, line lengths. (BC)

The literature of antonymy, though disjointed and inconclusive, has found that opposition is important to development, learning, psychological health, and creativity. To investigate the role of dialectics in cognitive processes and human learning, four empirical studies were undertaken. In study one, to investigate the dialectic process in…

This article describes a study to determine the effect of presentation mode and letter similarity on visual discrimination learning and to determine what effect the differential initial learning conditions have on subsequent paired associate learning. (PD)

Third grade pupils learned paired associates with nonsense words serving as stimuli and familiar nouns serving as responses. Half the subjects looked at concretizing pictures of the paired items and heard sentences or labels only. Sentences without pictured stimuli impaired learning, while sentences with pictures facilitated learning…

The major purpose of the present study was to provide a direct comparison of temporal contiguity effects in intentional and incidental PA learning, using the same orienting conditions and ISI values in intentional and incidental learning tasks. (Author)

Examines the usefulness of paired associative performance to assess for school learning proficiency by comparing a sample of learning-disabled (LD) youngsters to normals. Results indicate that the proportion of subjects in the normal and the LD groups who reported use of elaborative strategies compared to none laborative strategies does not differ…

The present experiment focused on the cue-selection strategies retarded individuals use during paired-associate learning. (Author)

A total of 336 second, fourth, and sixth graders were tested to determine whether the older children automatically attached verbal labels to pictures during paired-associate learning. The author questions whether such labeling necessarily facilitates item learning or associative learning. (JMB)

THE OBJECTIVES OF THIS STUDY WERE--(1) TO DEFINE AND ISOLATE THE BASIC PROCESSES INVOLVED IN PAIR-ASSOCIATE LEARNING, (2) TO SPECIFY THE IMPORTANT VARIABLES RELATED TO THESE PROCESSES AND THE CONDITIONS UNDER WHICH EACH BECOMES IMPORTANT, (3) AND TO DEFINE AND ASSESS THE IMPORTANCE OF THE ASSOCIATION FORMATION PROCESS IN PAIRED-ASSOCIATE LEARNING…