Showing papers in "Journal of Verbal Learning and Verbal Behavior in 1962"

TL;DR: In this paper, three experiments were performed to determine the relationship between certain variables influencing proactive inhibition in long-term retention of lists of verbal items and the influence of these variables on short-term recall of single items.

TL;DR: In this article, transfer of training in paired-associate learning as a function of stimulus and response relationships and degree of first-list learning was investigated, with familiar adjectives as both stimuli and responses.

TL;DR: In this article, ratings of the association values on a five-point scale by 95 S s s are reported for the 101 numbers between 0 and 100, revealing sizable and relatively consistent differences between numbers which are shown to be related to learning difficulty, as well as a high degree of individual variability.

TL;DR: This article provided a comparison of the relative frequency of paradigmatic and syntagmatic associates to stimuli of four form classes: nouns, verbs, adjectives and adverbs, and found that nouns yield associates that could be syntagmatically with respect to the stimulus only about 21% of the time.

TL;DR: In this paper, three experiments using rote learning and word-association techniques were carried out to analyze differences in the use of content words and function words (pronouns, prepositions, and conjunctions).

TL;DR: In this paper, the Ss were presented with six English-Russian pairs to learn by the anticipation method to a criterion of one correct reproduction, and the presentation rate was 2 sec.

TL;DR: In this paper, the authors conducted an experiment to determine whether empirical summation or compounding would occur in paired-associate verbal learning, and the results showed that a definite advantage was gained by the groups that received the compound on the final test after having been trained to each of its elements.

TL;DR: This paper investigated the relative reinforcement values of saying right or wrong following a response and found that with four alternatives there was no effect of wrong and with two alternatives, no effect on right. Possible explanations of these results are discussed.

TL;DR: In this article, four experiments were conducted comparing A-B and B-A recall in short-term memory in S s who were then tested for recall of one pair, either A given B or B given A. The results were discussed in relation to associative symmetry.

TL;DR: This paper investigated the effects of awareness and instructions on verbal conditioning for Ss reinforced with "good" for constructing sentences beginning with first-person pronouns and found that Ss who were aware of correct response-reinforcement contingencies acquired the reinforced responses.

TL;DR: In this paper, the effects of two degrees of first-list learning on transfer under four paradigms were determined, using the A-B, C-D paradigm as a control for nonspecific transfer effects.

TL;DR: The authors compared three different methods of ordering a list of nine pairs of nonsense syllables to be learned and found that the method of presentation of material is unimportant but the effects due to the presentation of partial knowledge of results are equivocal.

TL;DR: It was found that pictorial presentation of stimuli tends to evoke more responses than verbal presentation of the same stimuli, but the magnitude of the difference is influenced by the particular stimuli employed.

TL;DR: In this article, the influence of two parameters, frequency of usage and emotionality of the stimuli, on each of the instruments and on the relationship between them was explored, and the significance of the contribution of the relevant variables was determined through comparisions of simple and multiple correlations.

TL;DR: In this article, the S s were presented with lists of unrelated English words which they were to recall in any order, within each list, four different words were repeated two, three, four, and five times, respectively.

TL;DR: In this article, the authors asked if Ss can correctly rank the frequency with which digrams and single letters occur in the language and do this as a function of word length and letter position variables.

TL;DR: In this article, a profile of responses by categories was drawn up for each stimulus word in single and continuous word association, and the matrices of overlap coefficients for single-word and continuous-word association were factor analyzed.

TL;DR: In this paper, a series of experiments dealing with the learning of ensembles of speech-like acoustic stimuli was performed and it was shown that performance during learning is better when each stimulus is encoded into several physical dimensions than when the stimuli lie along a unidimensional continuum.

TL;DR: In an experiment designed to generate a surface similar to the Osgood surface, relating interlist stimulus and response similarity to proactive inhibition, three degrees of interlist response similarity and four degrees of intralist stimulus similarity were combined factorially in a PI design as discussed by the authors.

TL;DR: The authors compared a low stimulus M and high response M list (L-H) with its reversed version (H-L) under three conditions: Condition A was anticipatory learning.

TL;DR: In this paper, single or multiple reproductions were made of "The War of the Ghosts" after varying intervals of time and the reproductions scored for the number of duplications, omissions, sharpenings, and normalizations.

TL;DR: This paper found that items learned late in training (difficult items) showed more shifts from correct on one trial to non-correct on the next than did those learned earlier (easy items), and the proportion of items never previously correct which became correct on each trial increased with training.

TL;DR: In this paper, the role of serial-position cues in paired-associate learning was investigated by holding serial position of pairs in the list partially constant while preventing actual serial learning, and it was concluded that serial position cues may play a significant role in pairedassociate tasks, and that the interfering effects of partial serialposition constancy in Exp. II resulted from the increasing difficulty of discriminating constant from varied pairs.

TL;DR: In this paper, the authors investigated the relationship between verbal serial learning and autonomic activity (GSR and heart rate) using repeated measurements on the same S for 28 to 36 days.

TL;DR: In this article, two experiments were conducted, each relating the percentage of occurrence of response members (% ORM) to both S-R and R-S learning, and it was found that reduced % ORM (down to 50%) was accompanied by a significantly greater number of trials to S -R criterion.

TL;DR: For example, this paper found that the human set is harder to establish in young children than the animal set, and once established mediates percepts less well, suggesting that the difference in effectiveness of the sets may be a characteristic of early stages of concept formation, rather than an early stage of child development.

TL;DR: In this article, three alternative hypotheses for extending Estes' and Bower's all-or-none learning model to cover the case where S learns two response components concurrently to a nonsense syllable stimulus were tested.

TL;DR: In this article, the authors compared the free recall of two types of figures, unitary (U) and non-unitary (NU), and found that the U-NU difference disappeared when the control stimuli were recalled.