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…

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…

Ninety fourth-graders were assessed as either high or low test anxious and randomly assigned to one of three treatments. After treatment, students were tested on a paired associate learning task and a second anxiety measure. Results are discussed. (Author/MT)

THE RELATIONSHIP BETWEEN READING ABILITY AND SYNTACTICAL MEDIATION IN PAIRED-ASSOCIATE (PA) LEARNING WAS EXAMINED. SUBJECTS WERE 64 FOURTH AND SECOND GRADERS IN WISCONSIN WHO WERE GROUPED ACCORDING TO GRADE LEVEL, TWO READING LEVELS, TWO TYPES OF INSTRUCTION, AND SEX. THE INSTRUCTIONAL TYPES WERE MEDIATION AND NONMEDIATION. THE STIMULI WERE 16…

Study investigated performance under the conditions of: presentation of noninteracting picture pairs, presentation of interacting picture pairs, and presentation of noninteracting picture pairs with instructions to create interacting images. (Authros/CB)

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 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…

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…

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,…

Shows that pretraining affects cue selection and produces integration of the stimulus without affecting paired associate learning. Suggests that these findings might help to improve selection strategies of younger children in paired associate learning. (RL)

These four studies in a series deal with good and poor readers' utilization of selected cues in paired-associate learning. Specific cues considered were color, order of presentation, and verbal mediators. Answers to two basic questions were sought: (1) Do the selected cues have a facilitative effect upon children's paired-associate learning? (2)…

Six fourth graders learned paired associates of their choice under high and low reinforcement conditions. Equivalent lists were also studied as homework on which correct test responses were reinforced equally. The children preferred to study and learned more on the highly reinforced lists during the experimental sessions. (Author/GDC)

Individual differences in fourth grade students' abilities to profit from experimenter-provided picture adjunct aids on prose recall tasks were examined. It was hypothesized that poor paired associate learners would benefit from picture adjunct aids to a greater extent than good paired associate learners. A secondary aim was to assess the effects…

Shows that picture stimuli are superior to word stimuli in paired-associate learning of foreign language responses. (RL)