Word abstractness and meaningfulness, and paired-associate learning in children
Paivio, A.; Yuille, J.C.
Journal of Experimental Child Psychology 4(1): 81-89
ISSN/ISBN: 0022-0965 PMID: 5971019 DOI: 10.1016/0022-0965(66)90052-x
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.