Skip to main content

Paired-Associate Learning

  • Reference work entry
Encyclopedia of the Sciences of Learning

Synonyms

Associative learning

Definition

Paired-associate learning is a classic memory paradigm that is used to understand how people encode and retrieve newly formed associations among stimuli. In a typical study using paired-associate learning, people are asked to learn unrelated word pairs (e.g., stove – letter). At a later time point, memory for those pairs is typically tested by having them either recall one of the words in response to the word it was paired with during encoding (e.g., recall the word that was paired with “stove”), or by asking them to distinguish between word pairs that were encoded together (e.g., stove – letter) and word pairs composed of two words that were studied, but were not paired during encoding (e.g., stove – dance; known as associative recognition).

Theoretical Background

Paired-associate learning has most commonly been used to examine and understand the mechanisms of learning and forgetting of information. Because classic paired-associate learning...

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 3,400.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 2,999.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Anderson, M. C. (2003). Re thinking interference theory: Executive control and the mechanisms of forgetting. Journal of Memory and Language, 49, 415–445.

    Article  Google Scholar 

  • Anderson, M. C., & Green, C. (2001). Suppressing unwanted memories by executive control. Nature, 410, 366–369.

    Article  Google Scholar 

  • Anderson, M. C., Bjork, R. A., & Bjork, E. L. (1994). Remembering can cause forgetting: Retrieval dynamics in long-term memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 1063–1087.

    Article  Google Scholar 

  • Barnes, J. M., & Underwood, B. J. (1959). “Fate” of first-list associations in transfer theory. Journal of Experimental Psychology, 58, 97–105.

    Article  Google Scholar 

  • Brainerd, C. J., Yang, Y., Reyna, V. F., Howe, M. L., & Mills, B. A. (2008). Semantic processing in “associative” false memory. Psychonomic Bulletin & Review, 15, 1035–1053.

    Article  Google Scholar 

  • Kahana, M. J. (2002). Associative symmetry and memory theory. Memory & Cognition, 30, 823–840.

    Article  Google Scholar 

  • Nelson, D. L., McEvoy, C. L., & Schreiber, T. A. (1998). The University of South Florida word association, rhyme, and word fragment norms. Unpublished manuscript, University of South Florida, Tampa.

    Google Scholar 

  • Underwood, B. J. (1957). Interference and forgetting. Psychological Review, 64, 49–60.

    Article  Google Scholar 

  • Wickens, D. D. (1970). Encoding categories of words: An empirical approach to meaning. Psychological Review, 77, 1–15.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Jason Arndt .

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2012 Springer Science+Business Media, LLC

About this entry

Cite this entry

Arndt, J. (2012). Paired-Associate Learning. In: Seel, N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_1038

Download citation

  • DOI: https://doi.org/10.1007/978-1-4419-1428-6_1038

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-1-4419-1427-9

  • Online ISBN: 978-1-4419-1428-6

  • eBook Packages: Humanities, Social Sciences and Law

Publish with us

Policies and ethics