Abstract
The influence of normative-response word frequency upon paired-associates performance was studied. An unmixed-list design was employed in contrast to earlier reports which employed mixed-list designs. The results indicated that performance on high response frequency pairs was significantly superior to performance on low response frequency pairs, thus paralleling previous findings with mixed-list designs. The effect is therefore not simply due to priority habits. A replication experiment with unmixed-lists confirmed the results of the earlier experiment.
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Shapiro, S.I. Response word frequency in paired-associates learning. Psychon Sci 16, 308–309 (1969). https://doi.org/10.3758/BF03332704
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DOI: https://doi.org/10.3758/BF03332704