Abstract
The effects of list organization and method of presentation on both learning and retention were investigated in this study. Ss were asked to anticipate trigram responses in a paired-associate task using lists varying in degree of S-R relationship. Two methods of presentation were employed. Ss in the experimental group were given two phases of exposure (S-R, R-S) to the assigned items, while the control group received an equivalent number of trials using the first phase (S-R). Significant results indicated that structural similarity facilitated list learning while meaningful context improved list retention. Method of presentation had no reliable effect upon either the learning or recall performance.
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Shiebler, M.C., Walsh, J.F. Learning and retention as a function of organizational factors and method of presentation. Psychon Sci 8, 539–540 (1967). https://doi.org/10.3758/BF03331740
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DOI: https://doi.org/10.3758/BF03331740