Abstract
If natural language is important in the memory devices that Ss generate in verbal-learning experiments, it should follow that a memory device’s effectiveness is related to its grammatical structure. Data are reported that show only a weak relationship between the grammatical characteristics of reported mediational devices and acquisition in a paired-associate learning task.
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References
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This research was supported in part by the Joint Services Electronic Program (U.S. Army, U.S. Navy, and U.S. Air Force) under Contract No. DA 28 043 AMC 00073(E); in part by ONR Nonr-3985(08); and in part by the Computer-based Educational Research Laboratory at the University of Illinois.
The authors are grateful to Rosemary Wearing, Linda Kalmanek, Marcia Harms, Valerie Kussler, Pamela Poison, Julian Rewortz, and Barbara Larick for their assistance in the collection and analysis of the data presented here.
Please address all requests for reprints to Alexander J. Wearing, Yale University, Department of Psychology, 333 Cedar St., New Haven, Conn. 06510.
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Wearing, A.J., Walker, C.B. & Montague, W.E. Syntactic structure and natural language mediation. Psychon Sci 19, 348–349 (1970). https://doi.org/10.3758/BF03328853
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DOI: https://doi.org/10.3758/BF03328853