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- W1495393487 abstract "This study investigated the acquisition of skills in response integration during the learning of lists with unfamiliar response terms. In the four experimental treatments Ss learned two successive lists of paired associates with numbers as stimuli and trigrams as responses. The two lists conformed to the A-B, C-D paradigm. The response terms were of either high (H) or low (L) meaningfulness. The four possible combinations of response-term meaningfulness in List 1 and List 2 were used: H-H, L-H, L-L, H-L. The control groups learned the same second lists as the experimental groups. In the first list of the control groups highly available English words (names of the days of the week) were the responses. Experimental and control Ss were yoked in the first-list phase of the procedure for purposes of equating the number of practice trials. The second list was learned significantly faster by the experimental than by the control groups. This difference in general transfer was obtained in the acquisition of both H and L lists. Prior L-list training tended to be more effective than prior H-list training but the differential effects of first-list meaningfulness were relatively small and confined to early transfer trials. The differences between the experimental and control groups failed to show an interaction of first-list and second-list meaningfulness. The results provide evidence for the acquisition of learning skills specific to a circumscribed class of materials. It is likely that these skills facilitate both the integration and association of novel responses." @default.
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- W1495393487 date "1968-08-01" @default.
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- W1495393487 title "Studies of learning to learn: VII" @default.
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- W1495393487 doi "https://doi.org/10.1016/s0022-5371(68)80141-0" @default.
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