Attempts a more direct, functional analysis of associative processing than is possible within the traditional two-stage transfer paradigm. (Author/RK)

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 differential effects of studying for recall and recognition tests were studied by means of a transfer experiment. The 48 subjects learned three lists of paired associates with either all recall tests or all recognition tests and then were transferred to a fourth list with either the same test or the other test. (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)

Tests two theoretical accounts of imagery on paired-associate learning. These two theories, differentiation theory and mediation theory, have been proposed to account for the finding that stimilus imagery/concreteness is an important variable in paired-associate learning. (Author/RK)

Ninety six second graders each had three study/test trials with picture/picture or picture/word associates. Article investigated their responses. (Author/RK)

The present experiment was designed to give attention to a potentially important parameter, that of paired-associate task modality. (Author/RK)

Research supported by grant from National Institute of Health. (DS)

Purpose of this experiment was to investigate the relationship between stimulus recognition and various learning conditions which were designed to affect both stimulus encoding and associative learning in a paired-associate task. (Authors)

Results indicated that variations in deep structure grammatical relations but not surface structure complexity influenced noun pair retrieval. (Author)

On the basis of this study, a tentative hypothesis may be formed: Teacher sex per se is not a major variable in the higher incidence of reading disability among boys. (Author)

The logical extension of results may be valuable in adding to our understanding of the variety of phenomena involving mediational processes, such as transposition, reversal and nonreversal shifts, imagery, concept formation, word meaning, and the effectiveness of verbal stimuli in discrimination and generalization. (Authors)

Syntactical mediation refers to the phenomenson in which the grammatical structure of language can be employed in the structure of verbal mediators. (Authors/MB)

Tulving and others (Tulving, 1974; Tulving & Madigan, 1970) have distinguished two kinds of forgetting of verbal information: trace-dependent forgetting and cue-dependent forgetting. Attempts to determine which type occurs in retroactive inhibition of free-recall learning. (Author/RK)

Predictions based on theories of verbal learning proposed by Spence and Eysenck were compared by using a noncompetitive list of paired-associates formed from seven synonym pairs, and a competitive list formed by pairing each of the seven S words with a R word with which it was not synonymous. (Editor)