Utilization of stimulus elements in paired-associate learning.

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Abstract
PROVIDES EVIDENCE OF THE AMOUNT AND KIND OF STIMULUS SELECTION WHICH OCCURS IN PAIRED-ASSOCIATE LEARNING AS A FUNCTION OF TYPE OF STIMULUS TRIGRAM AND STAGE OF LEARNING. 3 TYPES OF TRIGRAMS WERE USED: (1) MEDIUM MEANINGFUL (M) CCCS, (2) LOW M, PRONOUNCEABLE CVCS, AND (3) ENGLISH WORD CVCS. AFTER LEARNING 6 TRIGRAM DIGIT PAIRS TO A CRITERION OF 3/6, 6/6, OR 50% OVERLEARNING (OL), SS WERE SHOWN INDIVIDUAL LETTERS OF THE TRIGRAMS AND ASKED TO RECALL THE ASSOCIATED DIGIT RESPONSE-STIMULUS RECALL MEASURES AND SS' REPORTS OF HOW THEY LEARNED WERE OBTAINED. MORE SELECTION WAS EVIDENCED FOR CCCS THAN LOW M CVCS, BUT FOR BOTH THE INITIAL LETTERS WERE SELECTED. OL PRODUCED BETTER PERFORMANCE ON ALL 3 ELEMENT POSITIONS FOR CVCS, BUT SEEMED EFFECTIVE ONLY ON 1ST LETTERS FOR CCCS. (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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