Two stages of paired-associate learning as a function of intralist-response meaningfulness.

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Abstract
Separate studies show that high intralist-response similarity (IRS) aids the response-learning stage (Underwood, Runquist, & Schulz, 1959) and hinders the associative-learning stage (Horowitz, 1962) of paired-associate learning. Neither study examined both stages simultaneously as does the present study. In addition, effects of response meaningfulness (M) on each stage are assessed. 2 levels of each variable were studied in Exp. I. Response learning was superior to associative learning on early trials but only with high IRS; little difference between the 2 types of learning resulted with low IRS. Exp. II replicated only the high-M conditions of Exp. I using separate rather than the same groups of Ss for each type of learning. Results obtained with the 2 methods were highly similar. (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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