BowerG. H.Applications of a model to paired-associate learning. Psychometrika.1961, 26, 255–280.
2.
DeeseJ.Influence of inter-item associative strength upon immediate free recall. Psychol. Rep., 1959, 5, 305–312.
3.
FellerW.An introduction to probability theory and its applications.New York: Wiley, 1957.
4.
GambleE. A.A study in memorizing by the reconstruction method. Psychol. Rev. Monogr. Suppl., 1909, 10, No. 4 (Whole No. 43).
5.
GarnerW. R.Uncertainty and structure as psychological concepts.New York: Wiley, in press.
6.
HorowitzL. M.Free recall and ordering of trigrams. J. exp. Psychol., 1961, 62, 51–57.
7.
HuntR. G.Meaningfulness and articulation of stimuli and responses in paired-associate learning and stimulus recall. J. exp. Psychol., 1959, 57, 262–267.
8.
KimbleG., & DufortR. H.Meaningfulness and isolation as factors in verbal learning. J. exp. Psychol., 1955, 50, 361–368.
SaltzE.Response pretraining: differentiation or availability?J. exp. Psychol., 1961, 62, 583–587.
11.
ThorndikeE. L., & LorgeI.The teacher's word book of 30,000 words.New York: Bur. of Publ., Teacher's Coll., Columbia Univer., 1944.
12.
UnderwoodB. J.RunquistW. A., & SchulzR. W.Response learning in paired-associate lists as a function of intralist similarity. J. exp. Psychol., 1959, 58, 70–78.
13.
UnderwoodB. J., & SchulzR. W.Meaningfulness and verbal learning.Chicago: Lippincott, 1960.
