Hostname: page-component-5b777bbd6c-v47t2 Total loading time: 0 Render date: 2025-06-19T23:03:15.444Z Has data issue: false hasContentIssue false
  • English
  • Français

Application of a Model to Paired-Associate Learning

Published online by Cambridge University Press:  01 January 2025

Gordon H. Bower
Gordon H. Bower*
Affiliation:
Stanford University
Get access Rights & Permissions [Opens in a new window]

Abstract

The proposal is made to consider a paired-associate item as becoming conditioned to its correct response in all-or-none fashion, and that prior to this conditioning event the subject guesses responses at random to an unlearned item. These simple assumptions enable the derivation of an extensive number of predictions about paired-associate learning. The predictions compare very favorably with the results of an experiment discussed below.

Type
Original Paper
Information
Psychometrika , Volume 26 , Issue 3 , September 1961 , pp. 255 - 280
Copyright
Copyright © 1961 The Psychometric Society

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

Footnotes

*

This research was supported by a grant, M-3849, from the National Institutes of Mental Health, United States Public Health Service.

References

Anderson, T. W. and Goodman, L. A. Statistical inference about Markov chains. Ann. math. Statist., 1957, 28, 89–110.CrossRefGoogle Scholar
Bruner, J. S., Miller, G. A. and Zimmerman, C. Discriminative skill and discriminative matching in perceptual recognition. J. exp. Psychol., 1955, 49, 187–192.CrossRefGoogle ScholarPubMed
Bower, G. H. Properties of the one-element model as applied to paired-associate learning. Tech. Rep. No. 31, Psychol. Ser., Inst. for Mathematical Studies in the Social Sciences, Stanford Univ., 1960.Google Scholar
Bower, G. H. A model for response and training variables in paired-associate learning. Psychol. Rev., in press.Google Scholar
Bush, R. R. Sequential properties of linear models. In Bush, R. R. and Estes, W. K. (Eds.), Studies in mathematical learning theory. Stanford: Stanford Univ. Press, 1959, 215–227.Google Scholar
Bush, R. R. and Mosteller, F. A comparison of eight models. In Bush, R. R. and Estes, W. K. (Eds.), Studies in mathematical learning theory. Stanford: Stanford Univ. Press, 1959, 293–307.Google Scholar
Bush, R. R. and Sternberg, S. A single-operator model. In Bush, R. R. and Estes, W. K. (Eds.), Studies in mathematical learning theory. Stanford: Stanford Univ. Press, 1959, 204–214.Google Scholar
Estes, W. K. Toward a statistical theory of learning. Psychol. Rev., 1950, 57, 94–107.CrossRefGoogle Scholar
Estes, W. K. and Burke, C. J. A theory of stimulus variability in learning. Psychol. Rev., 1953, 60, 276–286.CrossRefGoogle ScholarPubMed
Estes, W. K. Component and pattern models with Markovian interpretations. In Bush, R. R. and Estes, W. K. (Eds.), Studies in mathematical learning theory. Stanford: Stanford Univ. Press, 1959, 9–52.Google Scholar
Estes, W. K. Learning theory and the new mental chemistry. Psychol. Rev., 1960, 67, 207–223.CrossRefGoogle ScholarPubMed
Miller, G. A. and McGill, W. J. A statistical description of verbal learning. Psychometrika, 1952, 17, 369–396.CrossRefGoogle Scholar
Murdock, B. B. The immediate retention of unrelated words. J. exp. Psychol., 1960, 60, 222–234.CrossRefGoogle ScholarPubMed
Rundquist, W. N. and Freeman, M. Roles of association value and syllable familiarization in verbal discrimination learning. J. exp. Psychol., 1960, 59, 396–401.CrossRefGoogle Scholar
Suppes, P. and Atkinson, R. C. Markov learning models for multi-person interactions, Stanford: Stanford Univ. Press, 1960.Google Scholar
Suppes, P. and Chmura, H. A statistical test for comparative goodness of fit of alternative learning models. Tech. Rep. No. 36, Psychol. Ser., Inst. for Mathematical Studies in the Social Sciences, Stanford Univ., 1961.Google Scholar