Determined that kindergarten children needed more trials to learn a list of similar than dissimilar words but made fewer overgeneralization errors on subsequent transfer tasks. (HOD)

Previous research has investigated the effects of interpresentation lag within the context of experimenter-controlled lag values. The present study attempted to explore subject-controlled lag effects on paired-associate learning. (Editor)

Three experiments were conducted in which expectations of learning and transfer based on associative theory or frequency theory differed from those based on a theory of mental imagery. (Editor)

Examines the familiar serial to derived paired-associates transfer task in the light of expectations about the amount of positive transfer it should produce. Suggests, contrary to long-standing assumptions, that this paradigm cannot be expected to yield more than relatively moderate degrees of transfer because the utilization of response-produced…

This study examined correlations between hard (low-associate) and easy (high-associate) verbal paired associates and episodic and semantic memory in a mixed clinical sample of 91 male veterans. The study concludes that hard paired-associate learning should not be presumed to measure episodic memory selectively. (SLD)

In 3 experiments, 9-month-old infants' expectations for what distinct count noun labels refer to were investigated. In Experiment 1, a box was opened to reveal 2 objects inside during familiarization: either 2 identical objects or 2 different objects. Test trials followed the same procedure, except before the box was opened, the contents were…

We tested recognition memory for items and associations in memory-impaired patients with bilateral lesions thought to be limited to the hippocampal region. In Experiment 1 (Combined memory test), participants studied words and then took a memory test in which studied words, new words, studied word pairs, and recombined word pairs were presented in…

Several experiments have shown that isolating a response term facilitates paired-associate learning even when the response terms are well-integrated items. The present experiment was done to determine whether response-term recall would also be enhanced under this condition. (Author/RK)

An experiment is reported in which connective recall, as well as noun recall, was obtained in a pair-associate learning, syntactic facilitation paradigm. Results were interpreted as consistent with the hypothesis that experimenter-supplied verb links facilitate noun pair learning by serving an instructional role, indicating to the subject how a…

Examines the effects of sex differences, grade, and processing levels in incidental learning and recall of paired associates. (RB)

Results showed that visual presentation was superior to auditory which was, in turn, superior to a combined mode of presentation. (RB)

Two kinds of paired associate lists (complementary and similarity relationships) were presented to middle-aged and elderly subjects for free recall. (DP)

Developmental and cultural factors in the use of imagery in learning and retaining specific paired associate tasks were studied in Anglo and Spanish American children. (ST)

Paired associate learning by children was studied as a function of age (4 vs 7 yr), stimulus type (line drawing, color photograph, or object), and mode of elaboration (visual or verbal). Results showed that objects and photographs both surpassed line drawings in terms of learning and that they did not differ significantly from each other. (SBT)