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A comparison of the study-recall and anticipation methods in steady state paired-associates learning

Investigated steady-state paired-associate learning in 59 undergraduates, using both study-recall and anticipation procedures. In both conditions, an item was dropped from the list and replaced with a new item upon its 1st correct recall. This steady-state paradigm was a logical extension of W. Battig's (see pa, vol. 41:2395) correction-adjusted learning procedure and, in the study-recall condition, equated the degree of learning across items for individual ss. Results also give strong evidence that the anticipation procedure disrupted the learning and responding processes as compared to the study-recall procedure. (PsycINFO Database Record (c) 2007 APA, all rights reserved)



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