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) : Martin,Edwin

Report Date : OCT 1967

Pagination or Media Count : 41

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)

Descriptors :   (*LEARNING, *VERBAL BEHAVIOR), REACTION(PSYCHOLOGY), MEMORY(PSYCHOLOGY), PERCEPTION(PSYCHOLOGY), PERFORMANCE(HUMAN)

Subject Categories : Psychology

Distribution Statement : APPROVED FOR PUBLIC RELEASE