The differential effects of word and object stimuli on the learning of paired associates.

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Abstract
Significantly fewer errors were made in the acquisition of an object-syllable list than in the word-syllable or mixed list. There were no significant differences in the amount of meaningfulness of words and objects. The intralist similarity of the word-syllable list was significantly greater than that of the object-syllable list. The results were interpreted in relation to verbal learning theory and a new measure of generalization among verbal materials was proposed. (PsycINFO Database Record (c) 2006 APA, all rights reserved)