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Chapter 44,987

Word abstractness and meaningfulness, and paired-associate learning in children

Paivio, A.; Yuille, J.C.

Journal of Experimental Child Psychology 4(1): 81-89

1966

ISSN/ISBN: 0022-0965
PMID: 5971019
DOI: 10.1016/0022-0965(66)90052-x
Accession: 044986895
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Research with adults has shown that paired-associate (PA) learning of nouns, with abstractness-concreteness of the words simultaneously varied on both sides of pairs, is facilitated by concreteness, and this effect is greater on the stimulus than on the r.

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Related References

Paivio, A.; Yuille, J.C.; Smythe, P.C. 1966: Stimulus and response abstractness, imagery, and meaningfulness, and reported mediators in paired-associate learning Canadian Journal of Psychology 20(4): 362-377
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Smythe, P.C.; Paivio, A. 1968: A comparison of the effectiveness of word Imagery and meaningfulness in paired-associate learning of nouns Psychonomic Science 10(2): 49-50
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