Abstract
Ss were familiarized with stimulus words under either of two conditions: aimed at differentiating stimuli or creating associations to them. When the stimuli were used in a paired-associate task, Ss who attended to differentiating stimulus properties performed better than Ss who formed associations to the stimuli or Ss who had no pretraining. Ss who formed associations did not differ in learning from Ss without pretraining.
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Orlowsky, W.J., Walsh, J.F. The effect of stimulus familiarization procedure on paired-associate verbal learning. Psychon Sci 8, 435–436 (1967). https://doi.org/10.3758/BF03332278
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DOI: https://doi.org/10.3758/BF03332278