This article argues that, across different psychological contexts, the methods of data collection, treatment, and analysis in word association tests have hitherto been inconsistent. We demonstrate that this inconsistency has resulted from inadequate control, in previous studies, of certain important variables including the basis of norm…

Two techniques of anxiety reduction are studied singly and in combination: rapid repetition of words and paired-associate learning. Paired-associate learning with Counteracting Response Associates yielded the best long-term reduction in response anxiety, which suggests the potential application of this technique in therapy. (Authors/CB)

Conclusions from five experiments were: that the frequency of implicit associational responses has minimal effect on verbal-discrimination and two-category classification learning; and that the intrapair associations which do develop in verbal-discrimination learning are not critically involved in the making of those discriminations. (Authors/CB)

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)

Paper sets out an attempt to use the changes in implicit associative responses resulting from semantic constraints to examine some features of the associative network aroused by the perception of a complete sentence. (Author)

Evaluation of two components of transfer--response learning and associative learning--was accomplished by comparing the recall method with the multiple-choice method. (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)

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)

Present study attempted to alter the word association behavior of young children by the use of a training technique closely resembling controlled association. (Authors)

Results indicated that verb emission increased significantly across time for experimental group subjects as compared with control groups subjects when the operant level procedure was omitted. (Author)

Study examined word associations from the perspective of cognitive level and thought processes. (Authors/MB)