Differential Effects of Stimulus And Response Isolation in Paired-Associate Learning

Using an alternate study-recall procedure, 36 male and female college students learned a list of six paired-associates with either the stimulus or the response of one critical pair isolated (printed in red), or without any isolate to a criterion of one perfect recall. Stimulus members were presented in homogeneous form (printed in black) for all Ss during recall trials to control any possible confounding of stimulus-selection process. The results indicated that while the pair with an isolated member was learned better than a control, no differential effect of stimulus and response isolation was obtained. Isolation did not affect the learning of the list as a whole. The isolation effect in paired-associate learning is discussed in terms of a selective rehearsal assumption

Audiology · Cognitive psychology · Homogeneous · Perception · Recall · Stimulus (psychology · Stimulus control · Stimulus–response model · Behavioral and Psychological Studies · Communication · Innovative Teaching and Learning Methods · Mathematics · Medicine · Neuroscience · Psychology · Social Psychology

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