The purpose of this research project was to evaluate the effects of prompts and cues in paired-associate learning. Experiment One was to investigate the effects of cues and prompting on the learning of Japanese vocabulary. Experiment Two duplicated the above using digit-nonsense syllable combinations as the paired associates. The next three…

This study examines the effects on long-term retention of variations in intensity and temporal parameters of arousal following a single learning trial in a paired-associate task. Intensity of arousal was manipulated by using two levels of noise, 75 db. and 90 db., and a condition without noise. Noise was delivered to the 56 female university…

Results confirm the observation that college students tend to select the more meaningful of two redundant-cue elements for completion of the associative stage of PA learning. (Authors)

Compared three techniques for teaching name-to-face associations to older adults. Participants (N=60) were divided into no image (control), image, and image plus judgment groups. Results showed strong improvement in remembering names when interactive imagery was used. Those in the image plus judgment group showed less forgetting in recall.…

Convergent data suggest dissociated roles for the lateral (LA) and basolateral (BLA) amygdaloid nuclei in fear conditioning, depending on whether a discrete conditioned stimulus (CS)-unconditional stimulus (US) or context-US association is considered. Here, we show that pretraining inactivation of the BLA selectively impaired conditioning to…

Presents the results of two matching-to-sample experiments using color cues in Consonant-Vowel-Consonant stimulus words with kindergarten to third grade subjects. (RB)

Two experiments compared concrete nouns and numbers as retrieval cues for paired associates across three recall tests with Ss given instructions to form unbiased mnemonics, mnemonics biased toward the noun, mnemonics biased toward the number, or control instructions. (Editor)

Describes an International Reading Association award-winning dissertation which examines the use of color cues in facilitating the learning of basic reading skills. (RB)

The effects of aural and pictorial elaborative prompts were estimated separately for response and associative phase components of children's noun-pair learning. Indices of response learning revealed equivalent effects among prompt conditions whereas measures of associative learning demonstrated substantial performance facilitation as a function of…

Two experiments on unaided and cued recall of sentences presented in context to college students are reported in this study. Key nouns in the sentences were arranged to have uniform surface functions, but to vary independently in deep syntactic category and semantic function. Cued recall for sentences in which the semantic function of actor and…

Reported an experiment on the effects of taxonomic organization on 7- and 11-year-olds' free and cued recall of two- and four-category lists. Analysis used a stages-of-learning model that simultaneously delivered estimates of the impact of these manipulations on storage and retrieval components of recall. (Author/CB)

Results suggested that: cue encoding leads to greater associative recall; there was no difference in likelihood of associative recall between items encoded in a stable manner and items encoded in an unstable manner; and encouraging to encode cues did not facilitate associative recall. (Authors)

An assessment of selective search as an explanation for intentional forgetting was investigated by measuring reaction time (RT) in paired-associate lists of varying length. (Editor)

The evidence from studies of component selection in paired-associate learning is reviewed and then considered in relation to Martin's (1968) hypothesis of encoding variability and Rudy's (1974) model of variations in the associative process. Component-selection tasks are also compared to verbal concept-formation tasks. (Editor)