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Evidence for coding processes in “Rote” paired-associate learning

Authors
Journal
Journal of Verbal Learning and Verbal Behavior
0022-5371
Publisher
Elsevier
Publication Date
Volume
5
Issue
2
Identifiers
DOI: 10.1016/s0022-5371(66)80013-0

Abstract

Evidence from several recent paired-associate experiments is reviewed demonstrating the importance of (a) coding and grouping processes even in paired-associate tasks where extensive efforts have been made to eliminate any basis for such grouping, and (b) interpair differences in learning difficulty and/or degree of learning as a widely-used and unavoidable basis for grouping pairs together as a means of combating interpair interference in paired-associate tasks. On the basis of these results, it is concluded that the formation of simple stimulus-response associations represents a minor portion of what is learned in paired-associate tasks, and that such tasks may provide a useful experimental technique for investigating the development of coding or grouping processes in human subjects.

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