Paired-associate learning was undertaken involving semi-meaningful objects and bisyllabic words. Three conditions of stimulus presentation were used, viz., object followed by word, word followed by object, and simultaneous word and object. In addition, the words were presented either visually or auditorially. The simultaneous presentation facilitated learning more than the object-word sequential order but was not significantly more facilitating than the word-object sequential order. Cross-modality associations were acquired as readily as associations involving a single sense modality.
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