Hierarchical Effect of Semantic Memory on Verbal Learning

Abstract

Effect of hierarchical location (word level) within semantic memory was studied with older subjects (mean 83 yr.) to assess whether their difficulty on a free-recall task with words higher in a hierarchical model proposed by Collins and Quillian would be greater. Words near the bottom of the hierarchy of semantic memory have been found to be more concrete and more difficult for producing subordinates. Associations were collected to see if the associations continued to illustrate a hierarchical effect as was proposed by Loftus and Bolton (1974). Results supported a hypothesis of an effect of word level (a hierarchy in semantic memory) on verbal learning. The types of associations given also produced an effect on word level. A word's location in semantic memory does seem to affect verbal learning, even with older subjects.