Abstract
The present study was undertaken in order to investigate the influence of variations in paradigms and meaningfulness of learning materials upon mediated transfer in verbal learning. Three mediation paradigms were investigated, using two levels of associative value within each paradigm. Results indicated a highly significant main effect attributable to mediation and significant effects attributable both to paradigms and to associative value. However, other differences among paradigms and between levels of associative value failed to reach statistical significance, which suggests that the magnitude of an obtained mediation effect is not significantly influenced by the type of paradigm employed or by the level of associative value, at least for the ranges used in the present study.
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