Verbal facilitation of paired-associate learning: Type of grammatical unit vs. connective form class

Suzuki, Nancy S.; Rohwer, William D.

doi:10.1016/s0022-5371(68)80110-0

Cited by 18 publications

(3 citation statements)

References 8 publications

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“…The facilitative effect of perceptual unitization in memory-association tasks has some-times been attributed to the unitizing effect of the verbal syntax (e.g., Suzuki & Rohwer, 1968). Yet the present experiments show that even when identical linguistic messages are used to describe the different visual organizations, there are significant differences in ease of remembering the information contained in them.…”

Section: Discussionmentioning

confidence: 99%

“…Inherent in this proposal is the assumption that the memory system stores organizations rather than associations. The other explanation postulates that the perceptual stimuli are translated into a linguistic description, and that the encoding of the integrated form makes use of relational terms that are not used in encoding the nonintegrated stimuli (Anderson & Bower, 1973, p. 457;Bower, 1970;Suzuki & Rohwer, 1968). Here we still retain the idea that the memory system stores organizations, but these organizations are assumed to be based on linguistic syntax and, as such, decomposable into a set of elemental associations.…”

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confidence: 99%

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Effect of reference-field organization on verbal memory.

Moeser¹

1976

Journal of Experimental Psychology: Human Learning and Memory

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Verbal memory was investigated using two miniature artificial languages that were identical except for the design of their reference system. One reference field was illustrated as a set of continuous elements, the other as a holistic unit. Those subjects trained on the holistic field were superior on a number of tasks involving associational memory, although they were significantly poorer on a paired-associate task which necessitated a breaking up of the perceptual units on which they had been trained. It was suggested that the semantic memory system was organized in terms of units formed on the basis of both linguistic and referential information.Under a variety of conditions, perceptual unitization has been shown to facilitate recall on paired-associate tasks. Both Bower (1970) and Begg (1973) found that subjects instructed to form integrated images of verbal pairs were superior on a cued-recall task to subjects instructed to form independent images for each word. A number of studies (e.g., Davidson, 1964;Epstein, Rock, & Zuckerman, 1960;Horowitz, Lampel, & Takanishi, 1969) have shown that superior recall occurs when visual stimuli are presented as object pairs forming a meaningful unit (a HAND in a BOWL) as opposed to pairs in which the objects are illustrated as separate units (a HAND and a BOWL). Similarly, integrated geometrical designs are more effective stimuli than nonintegrated designs (Asch, 1969;Asch, Ceraso, & Heimer, 1960), and nonsense syllables and words pronounced as a fused unit more effective than those pronounced as two units (Arnold & Bower, 1972;Asch, 1969). Such research demonstrates the importance of perceptual organization in memory association tasks.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

Effect of reference-field organization on verbal memory.

Moeser¹

1976

Journal of Experimental Psychology: Human Learning and Memory

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“…By now it is axiomatic that subjects who are provided with mediational strategies for organizing paired-associate, serial, or freerecall items will exhibit superior recall relative to those who are not. In fact, about the only hypotheses concerning verbal elaboration that are currently tested with regularity are directed toward explaining the effect, either in terms of the linguistic competencies of the populations under investigation (generally along a developmental or socioeconomic dimension) or in terms of the semantic and syntactic characteristics of the elaborative words or word strings themselves (e.g., Bobrow & Bower, 1969;Davidson & Dollinger, 1969;Ehri & Rohwer, 1969;Rohwer & Levin, 1968;Suzuki & Rohwer, 1968).…”

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Verbal facilitation of paired-associate learning: A limited generalization?

Levin

Horvitz²,

Kaplan³

1971

Journal of Educational Psychology

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Two experiments were conducted in order to compare the sentence facilitation of paired associates under varying contexts. In Experiment I, 64 fifth graders were shown a 12-item list of printed noun pairs in one of four conditions, differing with respect to the kind of connective read aloud by the experimenter in relating the nouns (verb versus conjunction phrases), as well as the way in which the materials were visually presented to the subject (nouns only versus complete sentences or phrases). In Experiment II, an additional 16 fifth graders received all four utterance-presentation manipulations in a mixed list design. For both experiments, sentence facilitation of learning was obtained only when the sentences were heard, but not seen.

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Minnesota Symposia on Child Psychology

Hill

2021

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Verbal facilitation of paired-associate learning: Type of grammatical unit vs. connective form class

Cited by 18 publications

References 8 publications

Effect of reference-field organization on verbal memory.

Effect of reference-field organization on verbal memory.

Verbal facilitation of paired-associate learning: A limited generalization?

Minnesota Symposia on Child Psychology

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