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- W1991777695 abstract "On the role of formal intralist response similarity in paired-associate learning, controversial findings have been reported. Goss and Nodine (1965) have reported that such similarity hinders learning, while Underwood (1953) has reported that has no influence. A more recent study by Jung (1965) is noteworthy inasmuch as this experimenter was interested in examining the role of formal intralist response similarity on both the response-learning and associative stages of paired-associate learning. Modeling his procedure after that employed by Underwood, Runquist, and Schulz (1959), Jung (1965) employed a free-recall test to measure the response-learning stage, and a matching test (here, all stimuli and responses that made up the conventional PA test were available and the subject had only to pair them correctly) to measure the associative or hook-up stage. In his first experiment, Jung found that intralist response similarity did not contribute to either stage; in his second experiment, his results indicated that low similarity resulted in associative learning being facilitated, but not response learning. A basic difficulty with Jung's (1965) first experiment was that all subjects were given both the response-learning test and then the matching test on each of the five trials that he provided. As Jung has acknowledged, providing the subject with both tests undoubtedly resulted in contamination of the findings, since some response learning certainly may occur which will serve to inflate the response-recall test score of the next trial. Similarly, the execution of the response-recall test may affect [the subject's] performance on the associative-matching test which follows it (1965, p. 377). In his second experiment, although" @default.
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- W1991777695 date "1971-12-01" @default.
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- W1991777695 title "Formal Intralist Response Similarity: Its Role in Paired-Associate Learning" @default.
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