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S-R vs. R-S Recall and R-Term vs. S-Term Recall Following Paired-Associate Training

1964; University of Illinois Press; Volume: 77; Issue: 3 Linguagem: Inglês

10.2307/1421015

1939-8298

Slater E. Newman, Clifton W. Gray,

Interpreting and Communication in Healthcare

This paper reports the results of three experiments. The first compared the number of correct S-R and R-S pairs following paired-associate training. All terms were easy to pronounce. In the second experiment, half the Ss were exposed to the same lists as in the first; the other half were exposed to lists with hard-to-pronounce terms. Half of the Ss in each condition were given an S-R test following paired-associate training, and the other half were given an R-S test. The third experiment replicated the second except that stimulus-term recall and response-term recall were substituted for the S-R and R-S tests. The predictions were: (1) that the number of correct S-R pairs will exceed the number of correct R-S pairs (Experiments I and II); (2) that the number of correct R-terms during R-term recall will exceed the number of correct S-terms during S-term recall (Experiment III); and (3) and (4) that each of these effects will be greater at low than at high levels of pronounceability (Experiments II and III). Prediction 2 was based on a model of paired-associate learning which holds that S selects a mediating response to the response-term with stimulus-properties sufficient to lead to overt emission of the response-term (e.g. its pronunciation or spelling).' For the stimulus-term such selection is less likely. Since the stimulus-term must occur as an overt response during the R-S test and the response-term as an overt response during the S-R test, the number of S-R pairs will exceed the number of R-S pairs (Prediction 1). Predictions 3 and 4 were based on the assumption that the tendency for S to be responding to the entire stimulus-term at the end of paired-associate training is inversely related to difficulty in pronouncing the term; his tendency to be responding to the entire response-term at the end of training is not.