The aims of the present investigation were to explore the hypothesis that a short anticipation interval in verbal paired-associate learning affects performance rather than learning and to design a procedure suitable for preschool-aged children. One group of Ss received practice on a paired-associate list with a short anticipation interval while another group learned the same list with a longer anticipation interval. When the interval of the former group was increased, they performed as well as the latter group. The results suggest that the number of trials administered in a verbal paired-associate task is a better measure of learning than S's level of performance.
Get full access to this article
View all access options for this article.
References
1.
NorcrossK. J., & SpikerC. C.Effects of mediated associations on transfer in paired-associate learning. J. exp. Psychol., 1958, 55, 129–134.
2.
PostmanL.Transfer of training as a function of experimental paradigm and degree of first-list learning. J. verb. Learning & verb. Bebav., 1962, 1, 109–118.
3.
SpikerC. C.Associative transfer in verbal paired-associate learning. Child Develpm., 1960, 31, 73–87.
