DESCRIPTORS

The purpose of this research project was to evaluate the effects of prompts and cues in paired-associate learning. Experiment One was to investigate the effects of cues and prompting on the learning of Japanese vocabulary. Experiment Two duplicated the above using digit-nonsense syllable combinations as the paired associates. The next three experiments were designed to investigate the contributing effects of practice time to superiority of response prompting over confirmation in paired-associate learning. Experiment Six duplicated One and Two except that the first letter cues were provided both during the learning and recall sessions. Experiment Seven investigated the influence of mode of stimulus presentation, partial stimulus support, and length of item on short term memory. Although the facilitating effects of the prompting technique have received a great deal of attention, Experiments Three, Four and Fiv