Stimulus learning and recognition in paired-associate learning.

Bernbach, Harley A.

doi:10.1037/h0025128

Cited by 21 publications

(16 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Also, material which is rated as easily eliciting mental images (high I) is better recalled than material which elicits images only with difficulty, or not a t all (low I) (Paivio et al, 1968;Paivio, 1971). Recognition of the stimulus has been shown to be a necessary condition for paired-associate learning (Martin, 1967 ;Bernbach, 1967). The effect of imagery upon recognition has received relatively little attention, yet such research may be of both theoretical and practical importance.…”

mentioning

confidence: 99%

“…The effect of imagery upon recognition has received relatively little attention, yet such research may be of both theoretical and practical importance. Recognition of the stimulus has been shown to be a necessary condition for paired-associate learning (Martin, 1967 ;Bernbach, 1967). Recognition as a subprocess is explicitly or implicity included in recall, subjects recognizing the relevant response from the items which they remember.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Imagery and Recognition

Morris

Reid

1974

British J of Psychology

View full text Add to dashboard Cite

Subjects who were instructed to form images, and control subjects, were allowed an average of 3 sec./word in Expt. I and 6 sec./word in Expt. I1 t o study a mixed list of 50 high I and 50 low I nouns. Recognition was tested upon a list containing the old words mixed with an equal Psychol. 75, 513-519. verb. Behav. 9, 529-533. Learning and Memory. NewYork: Wiley. quency. J . exp. Psychol. 61, 23-29. responses. J . exp. Psychol. 83, 244-248.similarity on recall and recognition.

show abstract

mentioning

confidence: 99%

mentioning

confidence: 99%

Imagery and Recognition

Morris

Reid

1974

British J of Psychology

View full text Add to dashboard Cite

show abstract

“…of course. that in conventional paired-associate learning failure to recognize a stimulus often leads to failure of recall (Bernbach, 1967;Martin, 1967). Performance in the presence of extralist cues may.…”

mentioning

confidence: 99%

Tests of the generality of the principle of encoding specificity

Postman

1975

Memory & Cognition

View full text Add to dashboard Cite

Two empirical tests of the principle of encoding specificity are reported. In Experiment I, the normative strength of the cues presented on the input and on the recall trial was varied factorially. To lessen the emphasis on strictly associative learning, only half the items were cued in each phase of the study-recall cycle. Recall was higher when the cues remained the same than when they changed. However, regardless of the condition of input cuing, strong output cues were substantially more effective than weak ones. In Experiment II, the to-be-remembered words were shown in the presence of weak cues on the input trial. Recognition in the context of strong extralist cues was compared with recall to the original input cues. On the test of cued recognition, the target words were either generated by the subjects as free associates or presented to them as items on a test constructed by the experimenter. Contrary to previous findings. recall was not found to be superior to recognition. The phenomena of cue-dependent forgetting that have been interpreted as evidence for the principle of encoding specificity appear to have limited generality.

show abstract

“…Within the paired-associate context, this question was formulated in terms of whether the parameters of the response that is paired with a particular stimulus influence the process of encoding that stimulus. Initial research on this question (Bernbach, 1967;Martin, 1967aMartin, , 1967bRoyer, 1969) indicated that stimulus encoding is probably not influenced by response variables, but later findings have made it clear that recognition of low-m stimuli (Ellis & Shumate, 1973) and of moderate-w stimuli (Ellis & Tatum, 1973) is facilitated under particular response conditions. Specifically, it was found that when a consonant-vowel-consonant (CVC) trigram such as CEK was employed as a stimulus, use of a word having high formal similarity as a response, e.g., CHECK, facilitated recognition of the 337 stimulus.…”

mentioning

confidence: 99%