Comparison of associative learning strategies

摘要: Ss learned paired-associate lists of nouns using one four learning strategies: repetition the pair, reading pair as subject and object in a meaningful sentence, generation sentence linking two nouns, or visualization mental image which word referents were vivid interaction. Half pairs tested for recall response member given stimulus half multiple-choice recognition response. Significant differences occurred with conditions ranking order: imagery (best), generation, reading, rote (worst). The results are interpreted terms associative consequences relational organization: S’s memory benefits from his actively searching out, discovering, generating (or depicting) predicative “actor-action-object” relations between words pair.