Paired-associate learning by young children as functions of initial associative strength and percentage of occurrence of response members |
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| Authors: | A E Goss |
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| Affiliation: | 1. The School of Psychological Sciences, University of Haifa, Israel;2. Psychology Department, Tel-Hai College, Israel;3. The Integrated Brain and Behavior Research Center, University of Haifa, Israel;1. Department of Psychology, Harvard University, 33 Kirkland Street, Cambridge, MA, 02138, USA;2. Department of Psychiatry and Behavioral Neurosciences, Wayne State University, 3901 Chrysler Dr, Detroit, MI, 48201, USA;3. Department of Psychiatry and Behavioral Sciences, Emory University, 49 Jesse Hill Jr Dr, Atlanta, GA, 30303, USA;4. Department of Psychology, Columbia University, 5501 Amsterdam Avenue, New York, NY, 10027, USA;1. Department of Building, School of Design and Environment, National University of Singapore, 4 Architecture Drive, 117566, Singapore;2. Department of Building Engineering, College of Civil Engineering, Tongji University, Shanghai, 200092, China;1. Collaborative Innovation Center for Green Development in Wuling Mountain Areas, Yangtze Normal University, Chongqing 408100, PR China;2. Center for Excellence in Regional Atmospheric Environment, Institute of Urban Environment, Chinese Academy of Sciences, Xiamen 361021, PR China;3. Research Center for Atmospheric Environment, Chongqing Institute of Green and Intelligent Technology, Chinese Academy of Sciences, Chongqing 400714, PR China;4. Jiangsu Key Laboratory of Vehicle Emissions Control, Center of Modern Analysis, Nanjing University, Nanjing 210093, PR China |
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| Abstract: | Acquisition of verbal paired-associates by preschool-aged and kindergarten-aged children was related to initial strength of associations between stimulus members and response members (IAS), facilitative or competitive patterns of the pairing of those members (P), and percentage of occurrence of response members (%ORM). Across and at both age levels, rate of acquisition was a direct function of %ORM. With the facilitative pattern, for kindergarten-aged children but not for preschool-aged children rate of acquisition was a direct function of IAS. With the competitive pattern, IAS had no significant effects at either age level. |
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