Author: Mary E. GrunkePublisher:
ISBN:
Category : Paired-association learning
Languages : en
Pages : 140
Book Description
Stimulus-recognition and Response-recall Dependency in Paired-associate Learning
Author: Mary E. GrunkePublisher:
ISBN:
Category : Paired-association learning
Languages : en
Pages : 140
Book Description
Paired-Associates Learning
Author: Albert E. GossPublisher: Academic Press
ISBN: 1483274381
Category : Psychology
Languages : en
Pages : 369
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.
Interrelationships of Learning Measure and Mode of Stimulus and Response Presentation in Paired Associate Learning
Author: Salvador Santiago-NegronPublisher:
ISBN:
Category : Learning, Psychology of
Languages : en
Pages : 84
Book Description
Meaningfulness and Articulation of Stimulus and Response in Paired-associate Verbal Learning and Stimulus Recall
Author: Raymond George HuntPublisher:
ISBN:
Category :
Languages : en
Pages : 190
Book Description
The Effects of Relevent and Irrelevant Familiarization on Recall and Recognition of Responses in Paired-associate Learning
Author: Annette Joanne Spera ThompsonPublisher:
ISBN:
Category : Learning, Psychology of
Languages : en
Pages : 228
Book Description
Psychology of Learning and Motivation
Author: Publisher: Academic Press
ISBN: 0080863582
Category : Psychology
Languages : en
Pages : 385
Book Description
Psychology of Learning and Motivation
Stimulus and Response Meaningfulness in Paired-associate Recognition Learning
Author: Ronald Herbert HopkinsPublisher:
ISBN:
Category : Learning, Psychology of
Languages : en
Pages : 250
Book Description
Organizational Factors in Paired-associate Learning
Author: Peggy Anne RunquistPublisher:
ISBN:
Category : Organizational behavior
Languages : en
Pages : 0
Book Description
This experiment investigated two aspects of response-term grouping in paired-associate learning: (1) the nature of the relationship among the responses that are grouped together, and (2) the effect of this grouping on acquisition performance. Eight groups of 24 Ss learned two 12-item categorized paired- associate lists to a criterion of 12/12 correct on a single trial. After a 2-min. interval filled with arithmetic problems, Ss were given two 1.5-min. free recall tests in which they were asked to recall as many of the response terms as possible. A cued-recall test for the stimulus terms followed immediately. A ninth group learned only the second list, then followed the same recall procedure. For all conditions, the paired-associate lists consisted of three instances of four different conceptual categories as stimulus terms and 12 unrelated adjectives as response terms. In the transfer conditions, the stimuli in the two lists were either identical, different instances of the same conceptual categories, or instances of completely different conceptual categories. The response terms in the two lists were always identical but were re-paired in the second list either with stimuli from the same first-list category (within- category re-pairing), with stimuli from a different first-list category (between-category re-pairing) or with stimuli from three different first-list categories (across-category re-pairing). The three re-pairing schemes were designed to disrupt different types of relationships that could exist among the response terms that were grouped together during first-list learning and hence to affect the amount of grouping of the same responses in second-list learning. Within-category re-pairing was not expected to disrupt any associations among the responses; between-category re-pairing was expected to disrupt associations mediated by stimulus categories and associations mediated by specific stimuli; and across- category re-pairing to disrupt both types of mediated associations that might have developed among the response terms themselves. The results of the experiment showed an increase in second- list grouping only when response terms were re-paired with stimuli from the same conceptual categories as in the first list, regardless of whether the specific stimuli in the two lists consisted of the same or new instances of these categories. Such a result indicates the importance of specific category-mediated associations among the grouped responses. No evidence was found that the responses within a category became directly associated with one another. The second major finding was that grouping of the response terms into sets did not facilitate the acquisition of specific associations in the second list. It was suggested, however, that this failure to find facilitation may be a result of the potency of the category name as a mediator.
Recall and Recognition
Author: John BrownPublisher: Wiley-Interscience
ISBN:
Category : Psychology
Languages : en
Pages : 296
Book Description
The Effect of Response Availability on Paired-associate Learning
Author: Patricia Ann DiewoldPublisher:
ISBN:
Category : Paired-association learning
Languages : en
Pages : 0
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.
