Abstract
Stimulus selection was investigated as a function of stimulus meaningfulness (M) and list input position following a single study trial of paired-associate (PA) learning. Large individual differences were observed in Ss’ cue processing strategies: only 16 of 30 Ss appeared to have developed the strategy of selecting higher M words from word-trigram compound stimuli following a single exposure of each PA. There also was no systematic relationship between list input position and the occurrence of word selection for these 16 SSe But, on the average, less than 10 sec were required for most of the word-selecting Ss to develop the strategy of encoding the more meaningful cues for PA learning.
Article PDF
Similar content being viewed by others
Avoid common mistakes on your manuscript.
References
Berry, F. M., Joubert, C. E., & Baumeister, A. A. Stimulus selection and meaningfulness at different stages of paired-associate learning. Journal of Experimental Psychology, 1972, 95, 189–194.
James, C. T., & Greeno, J. G. Stimulus selection at different stages of paired-associate learning. Journal of Experimental Psychology, in press.
Siegel, S. Nonparametric statistics for the behavioral sciences. New York: McGraw-Hill, 1956.
Spear, N. E., Ekstrand, B. R., & Underwood, B. J. Association y contiguity. Journal of Experimental Psychology, 1964, 67, 51–161.
Underwood, B. J., Ham, M., & Ekstrand, B. Cue selection in aired-associate learning. Journal of Experimental Psychology, 1962, 64, 405–409.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Berry, F.M., Sherrod, D.A. & Love, L.E. Stimulus selection and meaningfulness following a single opportunity to rehearse each paired associate. Bull. Psychon. Soc. 1, 209–210 (1973). https://doi.org/10.3758/BF03334344
Received:
Published:
Issue Date:
DOI: https://doi.org/10.3758/BF03334344