RESPONSES TO STIMULI IN VERBAL LEARNING.
Abstract
The present line of research stems, essentially, from two early failures to discover how it is that stimulus pronunciability (PR) exerts its effect on paired-associate (PA) learning. It became apparent that stimulus-PR effects do not rely upon general availability as manifested by short-term recallability. A clue was provided by a recognition-memory experiment in which trigram meaningfulness (M) was manipulated. The interpretation that emerged from that experiment revolved around the idea that subjects (Ss) are capable of responding to low-PR and low-M stimuli with a greater variety of encoding, or perceptual, responses than they are to high-PR and high-M stimuli. Research activities subsequent to that insight have centered around the manipulation of encoding responses in the attempt to delineate the role of perceptual learning in verbal-learning and memory phenomena. Completed work has focused on demonstration of the idea that stimulus recognition, in the sence of repetition of a single one of several possible perceptual responses, is essential for association activation. Also completed is a successful demonstration that the imediate (implicit, perceptual) responses Ss make to stimuli can be experimentally inhibited to the detriment of memory for those stimuli. (Author)
Document Details
- Document Type
- Technical Report
- Publication Date
- Oct 01, 1967
- Accession Number
- AD0683734
Entities
People
- Edwin Martin
Organizations
- University of Michigan