Verbal paired-associate learning in children and adults with anticipation, recognition, and recall methods.

Paired-associate and serial learning in retarded readers.

“…In addition, Jensen and Rapier used an anticipation method for serial learning. Although other evidence suggested that the study-test used in the present study and the anticipation method used in the previous studies were not appreciably different in difficulty (McCullers, 1971), the study-test method might be more difficult for a group of retarded readers. Such differences in difficulty level could account for the lack of more significant correlations between pairedassociate and serial-learning measures (Guilford, 1941) would reduce the difficulty and if so, how this change would affect correlations between paired-associate and serial-learning measures.…”

Toward a quantitative theory for performance differences between anticipation and study‐test procedures: The retention interval model

“…The most troublesome aspect of performance differences between the two learning methods has been that (a) superiority of the study-test method is distinctively large at times, but ( b ) is quite negligible on other occasions (cf. Eckert & Kanak, 1974;Estes, 1969;George, Le Taillanter & Poitrenaud, 1978; Ingison & Ekstrand, 1970;Izawa, 1972Izawa, -1980Izawa, Hayden & Isham, 1980;McCullers, 1971; Rowe & Paivio, 1972, Underwood, Schaughnessy & Zimmerman, 1972Winters, Attlee & Harvey, 1974; Winters & Goettler, 1973; for many earlier references see Izawa, 1972; Kanak, Cole & Eckert, 1972).…”