Abstract
In a paired-associate learning task, context stimuli were present on study trials and absent on test trials. The context stimuli were then used as stimuli on a transfer task in one of three paradigms: A-B, A-B; A-B, A-Br; A-B, C-D. Performance on the transfer task indicated that associations had been formed between context stimuli and the appropriate responses on the original list.
Article PDF
Similar content being viewed by others
Avoid common mistakes on your manuscript.
References
Birnbaum, I. M. Context stimuli in verbal learning and the persistence of associative factors. J. exp. Psychol., in press.
Hill, F. A., & Wickens, D. D. The effect of stimulus compounding in paired-associate learning. J. verbal Learn. verbal Behav., 1962, 1, 144–151.
Postman, L. Short-term memory and incidental learning. In A. W. Melton (Ed.), Categories of human learning. New York: Academic Press, 1964.
Saltz, E. Compound stimuli in verbal learning: cognitive and sensory differentiation versus stimulus selection. J. exp. Psychol., 1963, 66, 1–5.
Author information
Authors and Affiliations
Additional information
This study was carried out at the Institute of Human Learning, University of California, Berkeley. The research was supported by a USPHS Postdoctoral Fellowship (MH13, 474).
Rights and permissions
About this article
Cite this article
Birnbaum, I.M. Incidental learning with “omitted” context cues. Psychon Sci 4, 49–50 (1966). https://doi.org/10.3758/BF03342170
Published:
Issue Date:
DOI: https://doi.org/10.3758/BF03342170