Imagery and paired-associate learning.

In Exp. I with 20 undergraduates, the rate of paired-associate learning varied with the type of stimulus, from fastest to slowest: pictures (P), object names (ON), and category names (CN). The stimulus materials did not differ in meaningfulness, and ON had shorter imaginal latencies than CN. The ON-CN difference was replicated in Exp. II with 15 Ss, but presentation of the appropriate P together with an ON or CN on the 1st study trial did not facilitate acquisition of either list. Exp. III with 20 Ss involved the short-term retention of pairs. Using a measure of conditional recall (of responses, given stimulus recall), forgetting occurred over 18 sec., primarily in the 1st 3 sec., but was unaffected by the type of stimulus. The data led to a reevaluation of the conceptual peg hypothesis. (French summary) (17 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of meaningfulness on child free-recall learning.

Investigated the effects of experience (age) and stimulus meaningfulness on free-recall learning. In Study 1, meaningfulness values, assessed via the production method, were obtained on 40 trigrams for 120 kindergarten, second- and 6th-grade children. Employing these norms in a subsequent free-recall learning study (Study 2), it was found that trials to criterion and grade level were positively related when meaningfulness was free to vary in the same list stimuli. However, trials-to-criterion differences were equivalent across grade levels when meaningfulness was held constant. Implications for child learning research and theory are discussed. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mnemonics and intra-list interference in paired-associate learning.

Hypothesized that mnemonics facilitate paired-associate learning by increasing the distinctiveness of pairs thereby reducing intralist interference. Mnemonic devices were presented with pairs with intralist stimulus similarity being either high or low. Greater facilitation of learning due to mnemonic presentation was expected under high similarity. Ss were 85 male and 128 female paid volunteers. While mnemonics facilitated learning, the distinctiveness hypothesis was not supported in terms of learning rate. However, support was obtained in additional error analyses and when S report data were examined. It is concluded that mnemonics increase pair distinctiveness, but this effect is only 1 factor in mnemonic facilitation of learning. (French summary) (18 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Incidental learning, noun imagery-concreteness and direction of associations in paired-associate learning.

Examined the effect of imagery-concreteness pairs in incidental learning. In Exp. I with 96 undergraduates, intentional learning was superior to incidental learning. Recall of concrete-concrete noun pairs was significantly better than recall of all other pairs, while concrete-abstract and abstract-concrete nouns did not differ from each other but did differ from abstract-abstract recall. In Exp. II with 64 Ss, instructions to use imagery during the orientation task resulted in similar performance for incidental and intentional learning Ss. Concreteness yielded a greater effect on the stimulus side than on the response side of pairs, particularly for stimulus-response recall. Associative directionality had no reliable effects in either experiment. Results are discussed in terms of A. Paivio's conceptual peg hypothesis and 2-process theory of verbal and imaginal memory. (French summary) (17 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interactive effects of age and familiarization in paired-associate learning.

Prior to learning a list of paired associates consisting of pictures of common objects, 40 preschool and 40 2nd graders were given 1 of 4 familiarization conditions: stimulus pretraining, response pretraining, irrelevant pretraining, and no pretraining. Results show that the 2nd graders exhibited positive transfer from familiarization to paired-associate learning due to nonspecific factors such as "warm-up." The preschoolers, however, displayed positive transfer due to more specific factors inherent in response and stimulus pretraining. These results suggest that the pretraining experience facilitated rehearsal by making available verbal labels. Results are consistent with (a) developmental hypotheses that emphasize growth in discriminative capacity and/or verbal mediation and (b) phase theories of paired-associate learning that emphasize stimulus and response learning stages. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age differences in mediation in children's motor paired-associate learning.

In a combined verbal and motor paired-associate task, 138 children in kindergarten and 2nd and 4th grade learned nonsense names and spatial responses for 3 random shapes. Earlier findings that older children tend to learn the verbal and motor responses in consistent pairs were explained theoretically in terms of the development of mediated associations. The present purpose was to study age trends in the mediational process. Evidence for mediation was obtained at all 3 age levels. An increase in mediational effects with age is interpreted as evidence of control deficiency, since production deficiency was precluded. Rehearsal deficit in younger children is discussed as a possible explanation for the observed age trends. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age, pacing, and imagery in paired-associate learning.

18 males and 36 females in each of 2 age groups (mean ages, 29 and 69 yrs) learned highly concrete noun pairs. Anticipation and presentation intervals were manipulated (2 vs 6 sec), and there were no, E-provided, or self-generated imagery instructions. Sex of S and presentation interval had no significant effects. Both age groups benefited from imagery instructions, especially self-generated imagery. With self-generated imagery and the longer anticipation time, the old performed as well as the young; with no-imagery instructions and the shorter anticipation time, the young performed as poorly as the old. With the other combinations of instructions and intervals, the young outperformed the old. Thus, the young needed the longer anticipation time only in the no-imagery condition, but the old needed it to benefit the imagery intructions. It is concluded that the old are as capable as the young of generating and using imagery when so instructed, although the old require a longer retrieval time. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Noun imagery and frequency in paired-associate and free-recall learning.

Investigates the effects of rated imagery (I) and Thorndike-Lorge frequency (F) of nouns in paired-associate (PA) and free-recall (FR) learning. In the PA task, I and F were factorially varied on the stimulus and response sides of 16-pair mixed lists. Ss (77 male high school graduates) had 4 PA study and recall trials with each of 2 such lists. In agreement with previous findings, I was strongly related to learning, more so on the stimulus than on the response side of pairs. Weaker effects of F were positive on the response side but negative on the stimulus side under certain combinations of stimulus and response I revealed by interaction effects. The FR task involved factorial variation of I and F in 32-item lists. 52 undergraduates were presented 10 trials with 2 such lists. Recall was consistently better for high-I than for low-I nouns. Frequency had a consistent positive effect when the nouns were high in I, but its effect was negative on early trials when the nouns were abstract. I and F therefore were clearly differentiated empirically in both tasks. Findings are discussed in terms of such factors as stimulus-evoked mediating imagery and response availability. (French summary) (21 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Pupillary dilation and mediation processes during paired-associate learning.

Describes 2 experiments with 54 undergraduates in which pupillary activity was continuously photographed during mediator-formation and paired-associate (PA) learning tasks involving nouns as items. Abstractness-concreteness of the nouns and mediation instructions (imagery, verbal, or none) were varied. The magnitude and latency of pupillary dilation as well as task performance were measured. The PA recall data confirm previous findings in showing strong positive effects of concreteness, especially as a stimulus variable. Learning was generally best under the imagery mediation set, its superiority over the verbal mediation condition being greatest in the case of pairs with abstract stimulus members. Pupil size during learning was largest when no mediation instructions were given and when stimulus members were abstract, supporting an interpretation of pupillary dilation as an index of cognitive task difficulty. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perseverations during paired-associate learning in Huntington''s disease

Raw 30-MHz intravascular ultrasound data have been captured from postmortem coronary arteries (n = 4) to develop radio frequency analysis techniques for the characterisation of atherosclerotic plaque. Digitised data acquired from positions (n = 8) within diseased sections of artery were compared with the corresponding histology and radiology. Scan-converted images were used to locate regions of interest (ROI = 33) within areas of tissue composition: loose fibrotic tissue (LFT), dense fibrotic tissue (DFT) and calcium (CA). A range of parameters was extracted from the normalised power spectrum of each ROI within the bandwidth 17-42 MHz. Significant discrimination between LFT/DFT and between LFT/CA was provided by maximum power and spectral slope (dBMHz-1). However, the greatest discriminative power was given by the y-axis (0 Hz) intercept of the spectral slope: LFT/DFT (p = 0.001); LFT/CA (p = 0.0001); and DFT/CA (p = 0.089).     

Critical role of the parahippocampal region for paired-associate learning in rats.

Human amnesics are severely impaired in learning arbitrary associations between word pairs. This report examines the role of the hippocampal system in an analog of paired-associate learning developed for rats. Ss with selective damage to the parahippocampal region and controls were tested on an odor-guided paired-associate task. Normal rats readily learned to distinguish paired associates from various mispairings of the same odors, whereas most animals with parahippocampal damage failed to learn. Lesioned animals were, however, able to acquire correct responses to stimulus pairs for which an association between odors was not required. These findings extend the usefulness of olfactory learning as a model for studies of higher order learning capacity in rodents and indicate that in rats, as in humans, hippocampal areas are critical for learning arbitrary nonspatial relationships between stimuli. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Associative interference in the paired-associate learning of remitted and nonremitted schizophrenics.

This experiment replicates a previous study which showed that recently hospitalized schizophrenics and normals did not differ in susceptibility to associative interference. 80 long-term schizophrenics were divided into remitted and nonremitted groups according to current mental status. The nonremitted Ss tended to exhibit more associative interference than either the remitted Ss or the normals in the previous study (.05     

Monitoring eye movements during paired-associate learning in a retroactive inhibition setting.

Monitored eye movements during the learning and relearning of a 7-pair A-B list for 64 undergraduates in 4 groups, 2 of these being required to learn an AC list in the interim and 2 being given interpolated activity designed to produce minimal interference with the relearning of A-B. Retroactive inhibition was demonstrated and the fixation and eye-movement data for original learning were consistent with earlier studies and with a 2-stage interpretation of paired-associate learning. The visual monitoring data for relearning were more compatible with a selector mechanism account of retroactive inhibition than with one of competition, unlearning, or trace decay. (French summary) (24 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Imagery instructions and drawings in learning prose.

Describes 3 experiments which investigated imagery instructions and drawings in verbal learning in 3 populations: college (n = 91), high school seniors (n = 80), and 4th- and 5th-grade students (n = 93). 4 treatment conditions were used: strategy drawings, nonstrategy drawings, strategy nondrawings, and nonstrategy nondrawings. College Ss receiving strategies performed significantly better (p     

Imagery training and children's prose learning.

Used a pretest-posttest design to examine the effects of passage-illustration training (relative to a reading-practice control procedure) on reading comprehension in 10 3rd and 22 4th graders. Without this imagery training, imagery instructions did not improve performance on either a standardized reading comprehension test or a paraphrase prose recall procedure. After extended training in drawing adequate "comic strips" to illustrate prose passages, performance in a paraphrase recall task improved, but only when explicit imagery instructions were given with the task. The imagery training did not affect the standardized test performance, explicit imagery instructions notwithstanding. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developmental and sociocultural aspects of imagery in the picture-word paired-associate learning of children.

Taught 128 middle-class Anglo-Americans and 128 lower socioeconomic Spanish-American children paired-associate lists in which pictures and orally presented words were learned as combinations of picture-picture, picture-word, word-picture, and word-word. Half of the Ss were placed in a recall test during learning trials and half in a recognition condition. One wk after original learning, the Ss were retested. Pictures in the stimulus position greatly facilitated learning, whereas pictures in the response term produced negative effects, but only in the recall condition. Pictures produced better long-term retention in both stimulus and response positions than did words. No significant differences between sociocultural groups in overall paired-associate performance appeared, but long-term retention was significantly better for Anglo Ss. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On obtaining episodic priming in a lexical decision task following paired-associate learning.

In four experiments, subjects made lexical (word-nonword) decisions to target letter strings after studying paired associates. In this lexical decision test, word targets previously studied as response terms in the paired associates were preceded at a 150-ms and/or 950-ms stimulus onset asynchrony (SOA) by one of various subsets of the following six types of primes: (a) a neutral ({xxx} or {ready}) prime, (b) a semantically unrelated word prime episodically related to the target through its having been previously studied in the same pair, (c) a semantically related word prime previously studied in a pair with some other unrelated word, (d) a semantically unrelated word prime previously studied in a pair with some other unrelated word, (e) a nonstudied semantically related word prime, and (f) a nonstudied semantically unrelated word prime. At the 950-ms SOA, facilitation of lexical decisions produced by the episodically related primes was greater in test lists in which there were (a) no 150-ms SOA trials intermixed, (b) no previously studied semantically related primes, and (c) no studied nonword targets. At the 150-ms SOA, facilitation from episodic priming was greater in test lists in which there were (a) no semantically related primes and (b) all studied word targets and no studied nonword targets. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of differential stimulus-response isolation under two reading order conditions in paired-associate learning.

Either the stimulus or the response of 1 pair in an 8-pair list of 2-letter consonants was isolated by printing it in red. Lists were presented to 128 undergraduates with a 2-2-1 time sequence either in the usual left-to-right reading order or in a right-to-left reading order. Both stimulus isolation and response isolation produced an effect, but the effect of stimulus isolation was greater (p     

The effect of the temporal structure of spoken words on paired-associate learning.

In a series of experiments, participants learned to associate black-and-white shapes with nonsense spoken labels (e.g., “joop”). When tested on their recognition memory, participants falsely recognized as correct a shape paired with a label that began with the same sounds as the shape’s original label (onset-overlapping lure; e.g., joob) more often than a shape paired with a label that overlapped with the original label at offset (offset-overlapping lure; e.g., choop). Furthermore, the false-alarm rate was modulated by the phonetic distance between the sounds that distinguished the original label and the lures. Greater false-alarm rates to onset-overlapping labels were not predicted by explicit similarity ratings or by consonant identification and were not dependent upon label familiarity. The asymmetry at erroneously recognizing onset- versus offset-overlapping lures remained unchanged as the presentation of the shape at test was delayed in time, suggesting that response anticipation based on the first sounds of the spoken label did not contribute much to the false recognition of onset-overlapping lures. Thus, learning 2 words whose names differ in their last sounds appears to pose greater difficulty than learning 2 words whose names differ in their first sounds because, we argue, people are biased to give more importance to the early sounds of a name than to its last sounds when learning a novel label–referent association. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Associative strength and word frequency as related to stages of paired-associate learning.

Conducted a study with 240 undergraduates to examine the contribution of response-word frequency and associative strength of paired-associates (PA) on the 2 stages of PA learning. 2 levels of word frequency and 2 associative strength levels were used to form 4 PA lists. 4 study-test trials were provided, with separate groups being given matching or free-recall test trials on either the 2nd, 3rd, or 4th trials, and a conventional PA test on all other trials. Overall PA learning revealed the influence of both variables. Associative strength played a significant role on both the matching and free-recall tests; word frequency, however, did not. Matching trials revealed superior learning to that obtained by free-recall. Results suggest the need for some revision of the 2-stage analysis of PA learning. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)