Abstract
Steady-state paired-associate learning was investigated, using both study-recall and anticipation procedures. In both conditions, an item was dropped from the list and replaced with a new item upon its first correct recall. This steady-state paradigm was a logical extension of Battig’s (1965) “correction”-adjusted learning procedure and, in the study-recall condition, equated the degree of learning across items for individual Ss. The results also gave strong evidence that the anticipation procedure disrupted the learning and responding processes as compared to the study-recall procedure.
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This research was supported in part by Research Grant MH-07722 from the Public Health Service, National Institute of Mental Health.
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Cavanagh, J.P., Parkman, J. A comparison of the study-recall and anticipation methods in steady state paired-asociate learning. Psychon Sci 22, 361–363 (1971). https://doi.org/10.3758/BF03332621
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DOI: https://doi.org/10.3758/BF03332621