Paired-Associate Transfer as a Function of Stimulus and Response Meaningfulness

Transfer under the A-Br, A-D, and C-B paradigms, relative to a C-D control paradigm, was evaluated under 4 conditions of meaningfulness ( M) which represented the 4 combinations of high (H) and low (L) levels of both stimulus and response M. The 8 Ss assigned to each paradigm within each M condition learned 2 8-pair lists of CVC trigrams by an adjusted-learning recall procedure. There was a consistent shift from positive transfer under L-response conditions to negative transfer under H-response conditions, with the magnitude of transfer in either direction being consistently less with L than with H stimuli. The effects of response M were attributed primarily to the increased importance of response learning relative to associative interference under L-response conditions. Several additional factors were suggested to account for the effects of stimulus M

Associative learning · Associative property · Audiology · Cognitive psychology · Negative transfer · Perception · Recall · Speech recognition · Stimulus (psychology · Stimulus–response model · Trigram · Behavioral and Psychological Studies · Mathematics · Neuroscience · Psychology

• Re-evaluation of the meaningfulness of all possible CVC trigrams.

  Elizabeth Archer, E JAMES ARCHER•The Psychological Monographs•1960

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• Constant vs Varied Serial Order in Paired-Associate Learning

  Open Access•William F Battig, Sam C Brown et al.•Psychological Reports•1963

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