After repeated associations between two events, E1 and E2, responses to E2 can be facilitated either because participants consciously expect E2 to occur after E1 or because E1 automatically activates the response to E2, or because of both. In this article, the authors report on 4 experiments designed to pit the influence of these 2 factors against…

Results are consistent with the assumption that subjects do not change functional stimuli because of the negative transfer produced by learning different responses to the same nominal stimuli. (Authors/CB)

The purpose of this experiment was to compare components of the human and rat auditory event-related potential (ERP) in a serial feature-positive discrimination task. Subjects learned to respond to an auditory target stimulus when it followed a visual feature (X [right arrow] A+), but to not respond when it was presented alone (A-). Upon solving…

Results of the three experiments provided little evidence that the scores on associative matching were adversely affected by prior performance on any of the three modified free-recall tasks. (Authors)

Research was designed to explore the basis of children's associations in matching and directed association tasks. (Author)

This study focused on elementary children's shift from syntagmatic to paradigmatic word association and their consistency in responding again with the same word. Subjects, 128 children ranging from first through sixth grade in the Model Laboratory School (Richmond, Kentucky), were presented with 20 structural words and 20 lexical words. The…

This paper examines several recent lines of research concerning category clustering and describes an alternative to the standard category clustering procedure used to study recall organization in younger children. The specific issue considered is the age at which children first show evidence of spontaneous category clustering in their free-recall.…

Reviews "Levels of Cognitive Development," which presents a theory of cognitive development integrating discrimination- learning research with understanding of higher cognitive processes. Argues that strengths include its presentation of systematic research and providing continuity between past and present models. Weaknesses include…