Changes in verb meaning and the sentence context effect in children's PA learning

Two experiments are reported in which sentence context facilitation of paired associate learning was examined. The major purpose was to determine whether semantic changes in the verb connecting a pair of nouns affects the facilitation due to the verb connective. It was found that trial to trial changes in the connective had no effect, and facilitation was as great as when the verb remained the same on each trial. These results were interpreted in terms of imaginal coding in multitrial experiments.