Twenty-eight first grade children were taught letter-sound correspondences according to massed and spaced formats. Used a paired associated format that required the children to produce the appropriate sounds in response to visually presented letters. (HOD)

Seven experiments were run to determine the precise nature of some of the variables which affect the processing of short-term visual information. In particular, retinal location, report order, processing order, lateral masking, and redundancy were studied along with the nature of the confusion errors which are made in the full report procedure.…

The purposes of this study were to determine if test stimulus was a member of the memory set and if items in an interactive image held in short term memory (STM) could be scanned simultaneously. In experiment one, 50 university subjects compared a test word with a set of one to three words held in STM. The rate of STM search was obtained by…

Argues that a broad dimension of useful experiments would be suggested if the field supplemented its current research strategy with a second strategy focused more explicitly on the extension of generality. (HOD)

Artificial symbol-word correspondence in a simple paired associate learning task were used to determine whether disabled readers have a general problem dealing with complex and/or irregular rule systems. The performance of 36 normal readers and 36 disabled readers in grades 4 through 7 was compared. Disabled readers had IQ scores of 87 or above…

In an investigation of the degree to which children learn associations in the direction opposite to the one in which they were taught, 20 preschool children were instructed in letter-sound correspondences in one of two ways. One group was presented with the letter symbol and asked to produce the sound, while the other group was presented with the…

This paper represents an attempt to study the graphemic-phonemic associations that are formed during the acquisition and subsequent retention of beginning reading responses and to evaluate the heuristic value of viewing the formation of these associations as a classical conditioning process. Two experiments--one on first graders and one on first…

This study was designed to assess whether negative transfer in children's paired-associate learning could be reduced by changing the levels of meaning at which stimuli were encoded on the two lists. It was hypothesized that changes in meaning levels from a first to a second list would result in less interference than conditions where stimuli…

The purpose of this study was to resolve the focal attention versus context controversy. Eighty first-grade and 84 second-grade children from a metropolitan school system served as subjects. Subjects in each grade were randomly assigned to each of four experimental conditions: picture-word, no picture-word, picture-sentence, and no…

A study was conducted to investigate the facilitation of learning word pairs (paired associate learning) using connected text rather than the unrelated, simple sentences of previous research. Each of 64 fifth graders, classified as either a high or a low reading achiever, was assigned to one of four presentation conditions: (1) hear sentences/read…

The performance of good and poor readers was compared on a series of three visually presented paired associate tasks varying the verbal codability level of response items. Performance of the 32 poor readers was significantly lower than that of the 32 good readers across all three tasks. There were no differences between good and poor readers in…

This experiment tested conjectures concerning the effects of learners' attending preferences on the establishment of auditory-visual intersensory associations in a bisensory paired associate task. Attending patterns were identified through the use of a bisensory diget-span task. On the basis of fifth and sixth grade subjects' performance during…

Ten concrete nouns represented in either a pictorial or a linguistic mode and accompanied by ten nonsense syllables were shown to 77 college students in a study of how pictorial stimuli varied in recall and recognition tasks. The group receiving pictorial stimuli recalled and recognized significantly more nonsense syllables than did the group…

Two experiments examine use of defining, characteristic, category, and identical semantic features of word concept information in cued recall. College adults and 7- to 11-year-old children were shown word triplets in which context words were related or unrelated to final target word. Results suggest meaning features differ in providing medium for…

The keyword method, originally developed as an instructional technique in foreign language acquisition, was tested for its application in other school learning tasks and as a self-initiated study strategy. Two classes containing a total of 40 eighth grade students served as the experimental and control groups. The tasks were learning to pair…