It is suggested that incremental learning of paired associate items will be observable if learning is measured by recognition rather than by recall. An experiment is reported which fails to support this hypothesis. Some factors which may be influencing the performance of subjects are briefly discussed.
Get full access to this article
View all access options for this article.
References
1.
WarrP. B. (1963). The effect of repeated presentation of items on paired associate learning. Quart. J. exp. Psychol.15, 262–72.
2.
WarrP. B. (1964). The effect of repetition of items on two phases of paired associate learning. Quart. J. exp. Psychol.16, 224–31.
