The Effects of Response Familiarization on Paired-associate Learning PDF Download
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Author: Robert Joseph Blanchard
Publisher:
ISBN:
Category : Learning, Physiological
Languages : en
Pages : 210
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Book Description
Author: Robert Joseph Blanchard
Publisher:
ISBN:
Category : Learning, Physiological
Languages : en
Pages : 210
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Book Description
Author: Charles N. Cofer
Publisher:
ISBN:
Category :
Languages : en
Pages : 8
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Book Description
Recall and anticipation methods for paired-associate learning were compared in two experiments. In one the effects of response familiarization or integration were studied, in the other, the effects of reducing list length. Neither response familiarization nor reduction in list length produced differences in learning rates under the two methods. (Author).
Author: Albert E. Goss
Publisher: Academic Press
ISBN: 1483274381
Category : Psychology
Languages : en
Pages : 369
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Book Description
Paired-Associates Learning: The Role of Meaningfulness, Similarity, and Familiarization focuses on the role of meaningfulness, similarity, and familiarization of stimuli in paired-associates (PA) learning. The book illustrates the problems, methods, findings, and theoretical implications of research findings. The book first offers information on scalings of meaningfulness, theoretical analyses, and meaningfulness in PA learning. Discussions focus on rationale and general objectives, designs of experiments, techniques, construction and use of lists, and overview and specific analyses. The text then examines similarity and familiarization, including scalings, effects of similarity on acquisition and backward recall, familiarization and transfer, and effects of familiarization. The manuscript ponders on meaning and association and summary, significance, and suggestions. Topics include theoretical analyses and significance of empirical findings and conclusions, acquired-distinctiveness training, number of and associations among elements, induction of meaning and meaningfulness, and response-mediated associations. The publication is a dependable reference for researchers interested in paired-associates learning.
Author: Annette Joanne Spera Thompson
Publisher:
ISBN:
Category : Learning, Psychology of
Languages : en
Pages : 228
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Author: Neville E. Fletcher
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: David Trumbull Hakes
Publisher:
ISBN:
Category : Learning, Psychology of
Languages : en
Pages : 208
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Author: Charles Thomas Allen
Publisher:
ISBN:
Category : Learning, Psychology of
Languages : en
Pages : 46
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Author: Walter I. Lindley
Publisher:
ISBN:
Category :
Languages : en
Pages : 98
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Author: Anna Elizabeth Doyle
Publisher:
ISBN:
Category : Memory
Languages : en
Pages : 116
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Author: Patricia Ann Diewold
Publisher:
ISBN:
Category : Paired-association learning
Languages : en
Pages : 0
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Book Description
Two hypotheses were considered concerning the effect of response availability on associative learning. The Underwood and Schulz (i960) "availability" hypothesis states that the response must be available in the response-recall sense before associative learning can begin. The alternative hypothesis states that response-learning and associative learning are independent processes. In a 2 x 3 factorial design (Experiment #l), Ss either received response pretraining or had no response pretraining, and subsequently they learned a list of pairs and received 1 , 3 , or 6 paired-associate recall trials. Following paired-associate recall all the Ss received an associative-matching test in which both the stimulus and the response terms were present. The paired-associate recall scores for the pretraining groups were greater than those for the no pretraining groups for the three and six-trial groups and these differences were significant statistically. On the associative-matching test there were only slight differences favoring the pretraining groups. The difference between pretraining and no pretraining groups in paired-associate recall was expected, to remain in the associative-matching test if response availability facilitates associative learning, and the difference was expected to disappear if response-learning and associative learning are independent processes. The results essentially support the independent process hypothesis. There was some evidence (Experiment # 2 ) that the difference between pretraining and no pretraining groups in paired-associate recall scores was due to the fact that response availability exerts its influence on paired-associate scores at the time of recall rather than during associative learning. Some of the difference may also be due to pacing or other performance factors peculiar to the anticipation method of testing. It was concluded that the relationship between response-learning and associative learning may be more complicated than visualized in this thesis, and that response availability may have some facilitating effect on associative learning. However, the results of these experiments offer good, reason to reconsider the Underwood and Schulz (i960) position concerning the necessity of response availability for associative learning, and to consider instead the alternative position that response-learning and associative learning are independent processes.
