Effects of the Study-Test or Test-Study Sequence on Transfer from Verbal Discrimination to Paired-Associate Learning

The present study (N = 20 college students) further investigated transfer from verbal discrimination to paired-associate learning using three types of transfer pairings; correct items become stimuli, C-S; correct items become responses, C-R; and new pairings and two paired-associate presentation sequences; Normal, Study followed by Test; and Reversed, Test followed by Study. Based on the frequency theory of verbal discrimination learning, it seemed that positive transfer would be found for both C-S and C-R pairings with more transfer with the C-R type. This should have been more pronounced with the Reversed presentation method. The results indicated positive transfer with both the C-S and C-R types regardless of method of presentation

Biology · Cognitive psychology · Developmental psychology · First language · Linguistics · Negative transfer · Positive transfer · Presentation (obstetrics · Test (biology · Transfer (computing · Transfer of learning · Computer Science · Diverse Educational Innovations Studies · Medicine · Psychology