Role of Rules in Paired-Associate Learning

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Abstract
14 students in each of four groups learned a single unmixed list of 19 CVC pairs for 12 anticipation trials followed by a free recall of the pairs. In three of the four lists a single rule applied to all of the pairs. The rule was that the words in each pair changed first letter (rhymed), changed middle letter, or changed last letter. A fourth list contained only pairs of unrelated words. Mean number of correct anticipations per trial showed rhyming and end-change rules to be equally beneficial, although not as effective as the middle-change rule. Free recall of the pairs showed no differences among lists. Results were interpreted as supporting the hypothesis that rules facilitate retrieval by restricting the number of responses to be considered for each stimulus.

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