Supplementary report: Stimulus familiarization in paired-associate learning.

Schulz, Rudolph W.; Tucker, Irving F.

doi:10.1037/h0042149

Cited by 17 publications

(6 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The second hypothesis is related to stimulus familiarization (Schulz & Tucker, 1962). These authors have found that stimulus learning by overt articulation enhances subsequent PA acquisition, and, in the A-B, B-C paradigm, the B (List 2) stimuli have to be articulated and completely learned on List 1 in that they serve as response terms on this list.…”

mentioning

confidence: 99%

Comparison of paired-associate transfer effects between the A-B, C-A and A-B, B-C paradigms.

Goulet¹,

Barclay²

1965

Journal of Experimental Psychology

View full text Add to dashboard Cite

Mean GSR magnitude (of men and women) on 10 presentations of a visual stimulus on each of three sessions.apparent, but it may be conjectured that familiarity with the procedure, gained during previous sessions, may have inclined the males to anticipate the conclusion of the third session and, thus, to become more responsive.Even if this conjecture is feasible, however, it does not explain why only the males responded in this way, other than that females are less likely to adjust in this way. It would appear that further work on sex differences in GSR responsiveness is necessary.

show abstract

mentioning

confidence: 99%

Comparison of paired-associate transfer effects between the A-B, C-A and A-B, B-C paradigms.

Goulet¹,

Barclay²

1965

Journal of Experimental Psychology

View full text Add to dashboard Cite

show abstract

“…An analysis of variance also revealed an F < 1.00 for the number of correct Although general improvement in performance occurs which is probably attributable to familiarization (Schulz & Tucker, 1962;Underwood & Schulz, 1960), differences in performance occur in the hypothesized directions for Groups 40 and 80.…”

Section: Resultsmentioning

confidence: 89%

Mediation of S-R1, S-R2 Associations.

Morning¹,

Voss²

1964

Journal of Experimental Psychology

View full text Add to dashboard Cite

“…Second, 5 probably used part of his learning time associating ingredients of the triads. And finally, the anticipation period may have been appreciably shortened because 5 had more material to read whenever a triad appeared (Schulz & Tucker, 1962).…”

Section: Resultsmentioning

confidence: 99%

Compound stimuli in paired-associate learning.

Horowitz

Kippman²,

McConkie³

1964

Journal of Experimental Psychology

View full text Add to dashboard Cite

In several paired-associate (PA) tasks, triads of words served as stimuli. The associative relationship between the words of a triad was systematically varied. Words of each H (horizontal) triad were interassociated, while those of the I (independent) triads were not. Words of the V (vertical) triads were associated with words of other V triads but not with each other. In Experiment I, 30 Ss learned each type of item. Performance on the H items was facilitated, and that on the V items was hindered (p < .001). Experiment II (N = 30) replicated this result and provided control data with single-word stimuli. PA performance with stimulus triads was always poorer than that with single-word stimuli (p < .001). Experiment III (N = 60) examined the generality of these results. A single view of PA learning is proposed to integrate several interpretations of the results, and implications for serial learning are discussed.This article reports three experiments that examine the effect of compound stimuli on paired-associate (PA) learning. Two of these experiments show that PA learning is facilitated when the ingredients of the compound stimulus are interassociated. The third experiment, however, limits the generality of this conclusion. These experiments provide empirical data that may help clarify the nature of the stimulus in serial learning.The "chaining hypothesis" of serial learning asserts that each item of a serial list comes to elicit the following item, but a number of direct experimental tests (e.g., Primoff, 1938;Young, 1959) have disconfirmed this hypothesis. In these experiments a serial list and a PA list were prepared such that each pair of adjacent items of the serial list became a pair of associates in the PA list; S then learned both lists in either order. Hereafter, this PA task is called a "chained PA task."According to the chaining hy-

show abstract

Supplementary report: Stimulus familiarization in paired-associate learning.

Cited by 17 publications

References 3 publications

Comparison of paired-associate transfer effects between the A-B, C-A and A-B, B-C paradigms.

Comparison of paired-associate transfer effects between the A-B, C-A and A-B, B-C paradigms.

Mediation of S-R1, S-R2 Associations.

Compound stimuli in paired-associate learning.

Contact Info

Product

Resources

About