Stimulus and response abstractness, imagery, and meaningfulness, and reported mediators in paired-associate learning.

Paivio, Allan; Yuille, John C.; Smythe, P. C.

doi:10.1037/h0082949

Cited by 110 publications

(73 citation statements)

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“…Bugelski (1974) presented data indicating that subjects could connect imagery in a aerial process such that each image based response served as the stimulus for the next response . Bugelski 1970), Bugeleki (1968Bugeleki ( , 1970 and Paivio (1969) Paivio (1966Paivio ( , 1968 supporting the idea that subjects formed images more easily from words rated high on concreteness than from abstract words. hypothesized a concreteness-abstraction continuum for words and that words rated higher on concreteness were easier for subjects to use in S forming imaginal response bonds to a stimulus.…”

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confidence: 71%

“…he first class of hypotheses is based on the contention of , Bugelski (1968Bugelski ( , 1970Bugelski ( , 1974, and Paivio (1966and Paivio ( , 1967and Paivio ( , 1968and Paivio ( , 1969 that subject manipulated , imagery based encoding strategies provide superior information acquisition rates over subject selected or other encoding strategies. Wood (1967) described a study by Wallace , Turner,…”

Section: Hyppthesesmentioning

confidence: 99%

“…The possibility that imagery is a useful mediator has been examined in the context of the conceptual peg hypothesis ( Paivio , 1971) and in the context of subject generated stimulus imagery (Paivio , 1966 ;Sm ith & Noble , 1965). …”

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A Comparison of Verbal and Visual Imagery Learning Strategies: Their Importance for Instructional Technology.

Ratliff¹,

Earles²,

Ratliff³

et al. 1978

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Section: Hyppthesesmentioning

confidence: 99%

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A Comparison of Verbal and Visual Imagery Learning Strategies: Their Importance for Instructional Technology.

Ratliff¹,

Earles²,

Ratliff³

et al. 1978

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“…The present study investigated PAL as a function of Noun C, length of recall intervals, and length of between-trial intervals. Concrete word pairs are more likely to evoke imaginal than verbal mediators while the reverse is true of abstract word pairs (Paivio, Yuille, & Smythe, 1966). A test for reaction time (RT) by Paivio (1966) showed that image arousal was slower than verbal association to both concrete and abstract words; the concrete-abstract RT difference was much greater for imaginal than for verbal associative responses.…”

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Stimulus and response concreteness, imagery, and temporal factors in paired-associate learning

1968

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This study investigated the effects of recall rates (2:3-sec vs 2:5-sec vs 2:8-sec), length of between-trial intervals (none vs10Numerous investigations (see Paivio, in press) have indicated that concrete in comparison to abstract nouns function as superior stimulus cues for their associates in paired-associate learning (PAL). The phenomenon has been attributed to the capacity of concrete nouns to elicit sensory images which serve to mediate response retrieval. Paivio (in press) has theorized that imaginal mediation involves multiple coding and decoding stages (from words to images and back to words). Temporal factors of study-recall intervals may be assumed to interact with concreteness (C) factors. Yanney (1967) found such effects when length of learning intervals was varied. The present study investigated PAL as a function of Noun C, length of recall intervals, and length of between-trial intervals. Concrete word pairs are more likely to evoke imaginal than verbal mediators while the reverse is true of abstract word pairs (Paivio, Yuille, & Smythe, 1966). A test for reaction time (RT) by Paivio (1966) showed that image arousal was slower than verbal association to both concrete and abstract words; the concrete-abstract RT difference was much greater for imaginal than for verbal associative responses. Yuille & Paivio (1967) found that latency scores for discovery of verbal mediators did not differ between concrete noun pairs and abstract noun pairs. Paivio & Csapo (in press) investigated memory for pictures, concrete words, and abstract words at fast (3/l6-sec) and slow (Yz-sec) presentation rates. Measures were taken of memory span, free recall, recognition memory and serial learning. In general, memory for pictures was superior to concrete words and abstract words at the slow rate, but inferior at the fast rate. Memory for concrete words and abstract words was similar at the fast rate but concrete words were superior to abstract at the. slow rate. These findings on memory are congruent with the RT data. Since imaginal mediators should not be available for learning of concrete nouns at fast presentation rates but verbal mediators would be equally available it follows that PAL should not differ for concrete-concrete (C-C) , concrete-abstract (C-A) , abstractconcrete (A-C), and abstract-abstract (A-A) noun pairs at a fast rate. At slow rates, C-C and C-A pairs should be better recalled than A-C and A-A pairs since stimulus-elicited mediating imagery would enhance response retrieval.Yanney (1967) found that recall of abstract noun-nonsense syllable pairs learned at as: 5-sec presentation rate was superior to recall of concrete noun-syllables learned at a 3: 5-sec rate. It was expected that A-C and A-A PA learning at a slow rate would allow more time for verbal mediated retrieval and therefore superior recall than C-C and C-A pairs at a fast rate. The latter two S-R combinations would have less Psychon. Sci., 1968, Vol. 13 (6) time for verbal mediation than that given to A-C and A-A pairs and insufficient time ...

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“…While the covaried attributes did affect learning, the pattern of high-low C differences was different than previous studies with I covaried. These results were interpreted as support for noun I being the effective variable underlying the C effect in PA learning.A recent series of studies (e.g., Paivio, 1965;Paivio, Yuille, & Smythe, 1966) has shown that noun concreteness (C), especially of the stimulus term, is related positively to paired-associate (P A) learning. This effect has been linked theoretically to the imagery (I) evoking capacity of nouns (cf.…”

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Concreteness without imagery in PA learning

Yuille

1968

Psychon Sci

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A group of Ss rated nouns on abstractness-concreteness (C), emotionality, (e), and three semantic scales. A second group of Ss learned a list of 16 paired associates (PA) constructed from these nouns. Rated C and e were co varied on both the stimulus and response side of pairs. The rated capacity of the nouns to evoke imagery (J) was held constant. While the covaried attributes did affect learning, the pattern of high-low C differences was different than previous studies with I covaried. These results were interpreted as support for noun I being the effective variable underlying the C effect in PA learning.A recent series of studies (e.g., Paivio, 1965;Paivio, Yuille, & Smythe, 1966) has shown that noun concreteness (C), especially of the stimulus term, is related positively to paired-associate (P A) learning. This effect has been linked theoretically to the imagery (I) evoking capacity of nouns (cf. Paivio, 1967). Thus, concrete noun stimuli presumably elicit images that can serve as mediators in PA learning. Support for this hypothesis has been obtained from a number of sources, for example, concrete nouns exceed abstract nouns in their rated capacity to evoke I (Paivio, Yuille, & Madigan, 1968), and Ss report using imagery more often to mediate concrete rather than abstract pairs of nouns (Paivio et ai, 1966).In an attempt to demonstrate that the effect of noun C is due to covarying I, Paivio et al (1966) conducted two experiments. In one they manipulated stimulus and response C while controlling rated I, and in the second I was varied while C was held constant. Although stimulus I was found to have a positive effect with C controlled, supporting the hypothesis, noun C was also found to have an effect independent of I. Paivio et al (1966) suggested that this latter effect may have been due to insensitive measures of C.Since the precise determination of the variables contributing to the effects of noun C is essential to the imagery hypothesis proposed by Paivio (1965), a further examination of the relationship between I and C in learning appears necessary. Recently, Paivio et al (1968) obtained 7-point scale ratings of C and I, as well as production meaningfulness data, for 925 nouns. These data permit a test of whether C has an effect on PA learning with I controlled. Paivio et al (1968) report that although C and I correlate .83 in the total sample, 51 nouns show considerably higher ratings on I than C. The use of this "peculiar" subsample of nouns permits independent manipulation of C. A secondary purpose of this study was to determine, if possible, how the 5 I nouns differ from the rest of the sample. Paivioet al (1968) observed that these nouns tend to have evaluative connotations, and special attention was paid to that dimension of meaning. METHOD Noun ratings. Twenty-seven Ss (10 males, 17 females) rated 40 nouns on each of five bip.olar 7-point scales. The nouns were chosen from the 925 nouns used by Paivio et al (1968). Twenty of the nouns (abstract nouns) were selected from the group of 51 "unu...

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Stimulus and response abstractness, imagery, and meaningfulness, and reported mediators in paired-associate learning.

Cited by 110 publications

References 20 publications

A Comparison of Verbal and Visual Imagery Learning Strategies: Their Importance for Instructional Technology.

A Comparison of Verbal and Visual Imagery Learning Strategies: Their Importance for Instructional Technology.

Stimulus and response concreteness, imagery, and temporal factors in paired-associate learning

Concreteness without imagery in PA learning

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