Accession Number:

AD0683734

Title:

RESPONSES TO STIMULI IN VERBAL LEARNING.

Descriptive Note:

Memorandum rept.,

Corporate Author:

MICHIGAN UNIV ANN ARBOR HUMAN PERFORMANCE CENTER

Personal Author(s):

Report Date:

1967-10-01

Pagination or Media Count:

41.0

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

Subject Categories:

  • Psychology

Distribution Statement:

APPROVED FOR PUBLIC RELEASE