Abstract
Paired-associate learning was retarded significantly when subsets of conceptually dissimilar pairs were presented simultaneously rather than successively for learning. The retardation was eliminated, however, when the subsets contained pairs sharing similar stimulus terms or similar response terms. Under both methods of presentation, learning was faster when pairs were grouped on the basis of conceptual similarity than when the same pairs were presented in dissimilar groupings.
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This investigation was supported by an NIMH Training Grant in Experimental Psychology (5 TO 1 MH-08359) and by Public Health Service Research Grant MH-11179.
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Sherman, P.S., Brown, S.C. Effect of simultaneous presentation of conceptually similar and dissimilar items on paired associate learning1 . Psychon Sci 16, 319–320 (1969). https://doi.org/10.3758/BF03332711
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DOI: https://doi.org/10.3758/BF03332711