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