Cognitive Styles and Differential Learning Capacities in Paired-Associate Learning
In the last few years we have carried out several learning experiments on paired associates (v. Bolhuis & v. d. Veer, 1973; v. d. Veer, 1970), with stimuli with which our subjects were unfamiliar, while the responses were well known: the letters of the alphabet (except Q). Each task concerned the acquisition of 25 pairs presented visually by the use of slides and according to the anticipation method. After presentation of the stimulus alone (the “stimulus slide”), the subject was shown both stimulus and response combined into a single picture (the “response slide”). The group of stimuli used within a single experiment was always homogeneous in nature, e.g., braille symbols, semaphore flags, or Holzman inkblots.
KeywordsCognitive Style Learning Style Response Competition Verbal Creativity Verbal Mediation
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