Mediational instruction, stage of practice, presentation rate, and retrieval cue in paired-associate learning.

Abstract

efficiency of the fast rate relative to the slow one increased from the first to the second list. The data were discussed in terms of the hypothesized role of mediators in PA learning.

The effects of mnemonic learning strategies on transfer, interference, and 48-hour retention.

“…Potential methodological problems are readily encountered when studying the effects of mnemonics in transfer, interference, and long-term retention. Allowing or encouraging 5s to use mnemonics during both List 1 and List 2 learning (as did Arbuckle, 1971, and Reese, see Footnote 3) results in the possibility of specific transfer effects from List 1 being confounded with the effects of employing a more efficient strategy during List 2 learning; i.e., List 2 effects may stem from mnemonics being used rather than having been used. Another form of confounding may occur when mnemonics are introduced into interference paradigms.…”

“…When imagery and verbal mnemonics have been compared in transfer paradigms, differential effects of these strategies have not been found (Wood, 1967). However, when a mnemonic strategy has been compared to a nonmnemonic strategy (Arbuckle, 1971; Reese 3 ), mnemonics have been found to facilitate List 2 learning. Keppel and Zavortink (1969) demonstrated that mnemonics also affect interference, but that the effect was confined to retroaction-suggesting that mnemonics make previously learned material more resistant to interference from recently learned material.…”

Effectiveness of supplied mediators in relation to presentation modality and retrieval cue.

“…All pairs consisted of a C and an A noun selected from Paivio, Yuille, and Madigan (1968), with six pairs in each list being randomly assigned to the C-A order with the C noun as test cue (C-A/C) and six to the A-C order with the A noun as test cue (A-C/A). The same two lists were used by Arbuckle (1971) and are further described there. The supplied mediators were derived from those reported by 5s in the previous Arbuckle study by abstracting the most frequently occurring theme from the mediators reported for each pair and expressing this theme in a sentence.…”