Response-Set Size and Paired-Associate Learning

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Abstract
4 groups of 15 students each learned a single unmixed list of 13 pairs for five anticipation trials followed by a free-recall test. The lists contained pairs of nonsense syllables that rhymed, changed middle letter, reversed the letter order, or were unrelated. All lists involving rules were superior to the list of unrelated pairs. In order of increasing effectiveness the rules were rhyming, middle-letter change, letter reversal. Performance was inversely related to response-set size. The more restrictive rules resulted in increased free recall of the pairs. Results supported the hypothesis that rules are beneficial to the extent that they reduce response-set size.

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