Associative reaction time, meaningfulness, and presentation rate in paired-associate learning.

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Abstract
60 undergraduates learned a list of 8 paired-associates in a factorial design with 4 pairs composed of short-latency associative RT response terms and 4 pairs with long-latency RT terms. 2 of the 4 response terms of each group were low-meaningfulness trigrams and 2 were high-meaningfulness trigrams. The list was learned by 3 groups of Ss under a 2-, 4-, or 8-sec presentation rate. As predicted, the trigrams of short RT were learned faster than the trigrams of long RT, and the effect of RT was most pronounced under the shortest presentation rate. Fewer trials were required to learn high- than low-meaningfulness trigrams, and the learning rate was faster the longer the presentation rate. Total time to learn did not vary with presentation rate. Significant interactions suggest that the effect of RT was limited to low-meaningfulness trigrams. (17 ref.) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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