Paired-associate learning is a dynamic measure of the ability to form new links between two items. This study aimed to investigate whether paired-associate learning ability is associated with success in orthographic learning, and if so, whether it accounts for unique variance beyond phonological decoding ability and orthographic knowledge. A group…

We examined the double-deficit hypothesis in Finnish. One hundred five Finnish children with high familial risk for dyslexia and 90 children with low family risk were followed from the age of 3 1/2 years until Grade 3. Children's phonological awareness, rapid naming speed, text reading, and spelling were assessed. A deficit in rapid automatized…

Third grade pupils learned paired associates with nonsense words serving as stimuli and familiar nouns serving as responses. Half the subjects looked at concretizing pictures of the paired items and heard sentences or labels only. Sentences without pictured stimuli impaired learning, while sentences with pictures facilitated learning…

Studies the effect of phonetic compatibility upon verbal learning and concludes that it is a task variable of considerable magnitude. (WY)

Two conflicting hypotheses were investigated in this study. The first is based on an interference theory of forgetting and assumes that forgetting is largely a function of proactive interference, i.e., a result of interference by previously learned material. The second is based on the improvement of memory due to basic mechanisms that may operate…

The effects of distinctive background settings on children's recognition memory for subjects and objects of related sentences was examined. As a follow-up to a study by Levin, Ghatala, and Truman (1979), the effects of presenting distinctive background contexts in sentences and multiple-choice tests were separated from the effects of providing…

Measures of oral language, verbal associative learning, and nonverbal IQ were collected from a mixed unilingual and bilingual random sample of 66 third- and fifth-grade pupils in Las Cruces, New Mexico. Correlational techniques were employed to determine whether, and to what extent, relationships existed between verbal associative learning skill…

This paper reports on one study in a research program trying to extend existing findings on elaborative mediation in paired-associate learning into the domain of prose learning. Ten third graders and 22 fourth graders from an inner-city Catholic school served as subjects. A paraphrase recall pretest was administered which involved reading a…

To study the effects of task and sample variation upon paired-associates (PA) performance, six third-grade and six sixth-grade classes in two urban schools were tested on two PA tasks, one pairing pictures of familiar objects (PA-CF), the other pairing nonsense syllables with Japanese "kanji" (PA-K). Hypotheses tested were: (1) Mean level of…

Study demonstrates the powerful facilitative effects of both sentences and interactive pictures in PA tasks, replicating previous findings. (Authors/MB)

Experiment was designed to test the explanation of the developmental interaction separately for the item learning and associative learning components. (Author)

This experiment was conducted to examine word presentation routines to determine their effectiveness in spelling drills. The design included segmentation or focal unit (letter, chunk, whole word), audio (audio, no audio), and word type (List 1--pronounceable chunks, List 2--pronounced in running speech). Subjects were 48 students in Grades 3, 4,…