THE INCIDENTAL LEARNING OF ASSOCIATIVE RESPONSES TO GIVEN STIMULUS WORDS
Abstract
This study was undertaken as a test of the following hypothesis: the maintenance of a set to emit a given stimulus word will facilitate the incidental learning of its verbal associative responses. The set to emit the given stimulus word was developed in two stages. The subjects (Ss) first undertook to identify the given word as it was projected on a screen at successive levels of clarity. The Ss were then told to indicate when the already identified word appeared in a series of projected items. These items included a group of associates of the critical stimulus word along with associates having no apparent relationship to the given stimulus word. The results indicated significantly better retention of the associates of the given stimulus word than was the case for unrelated associates. The results appeared to support the experimental hypothesis. The interpretation is in terms of the concept of response priming and what the authors designate as the extent to which stimulus items elicit distinctive meaningful response patterns. (Author)
Document Details
- Document Type
- Technical Report
- Publication Date
- Feb 01, 1961
- Accession Number
- AD0253380
Entities
People
- J.r. Steward
- T. Cowan
- W.a. Bousfield
Organizations
- University of Connecticut