THE EFFECTS OF DEGREE OF LEARNING, STIMULUS ORDER, EMPHASIS, AND MEANINGFULNESS ON CUE SELECTION IN PAIRED-ASSOCIATE LEARNING APPROVED:

The present study sought to investigate the combined in-fluences of degree of first-list learning, stimulus order, emphasis, and meaningfulness on the selection strategies of college subjects. Subjects were randomly assigned to learn one of six versions of an eight-item paired-associate list with compound stimuli. The stimuli consisted of one CVC non-sense syllable of 10 per cent association value and one CVC word of 100 per cent association value. Response terms were I the single digits 1 through 8. Two versions of each list were constructed to counter-balance the positions of the compound stimulus terms. On three lists, the word appeared in the left stimulus position and the nonsense syllable in the right stimulus position, with the reverse positioning on the three remaining lists