Verbal Behavior and Learning: Problems and Processes: Proceedings

By Charles N. Cofer; Barbara S. Musgrave | Go to book overview

REFERENCES
Melton A. W., & Irwin J. McQ. ( 1940) "The influence of degree of inter- polated learning on retroactive inhibition and the overt transfer of specific responses." Amer. J. Psychol., 53, 173-203.
Primoff E. ( 1938) "Backward and forward association as an organizing act in serial and in paired associate learning." J. Psychol., 5, 375-395.
Rehula R. J. ( 1960) A test of two alternative hypotheses of the associations that develop in serial verbal learning. Ph.D. dissertation, Northwestern University.
Sundland D. M., & Wickens D. D. ( 1962) "Context factors in paired-associate learning and recall." J. Exp. Psychol., 63, 302-306.
Underwood B. J., Ham M., & Ekstrand B. ( 1962) "Cue selection in paired- associate learning." J. Exp. Psychol., 64, 405-409.
Underwood B. J., & Postman L. ( 1960) "Extraexperimental sources of interference in forgetting." Psychol. Rev. 67, 73-95.
Underwood B. J., & Schulz R. W. ( 1960) Meaningfulness and verbal learning. Chicago: Lippincott.
Weiss W., & Margolius G. ( 1954) "The effect of context stimuli on learning and retention." J. Exp. Psychol., 48, 318-322.
Young R. K. ( 1959) "A comparison of two methods of learning serial associations." Amer. J. Psychol., 72, 554-559.
Young R. K. ( 1961) "Paired-associate learning when the same items occur as stimuli and responses." J. Exp. Psychol., 61, 315-318.
Young R. K. (unpublished) Some evidence on the nature of the stimulus in serial verbal learning.
Young R. K. ( 1962) "Tests of three hypotheses about the effective stimulus in serial learning." J. Exp. Psychol., 63, 307-313.
Young R. K., Milauckas E. W., & Bryan J. D. (unpublished) Serial learning as a function of prior paired-associate training.
Yum K. S. ( 1931) "An experimental test of the law of assimilation." J. Exp. Psychol., 14, 68-82.

COMMENTS ON PROFESSOR UNDERWOOD'S PAPER

Roger N. Shepard

BELL TELEPHONE LABORATORIES, INCORPORATED

I found myself generally sympathetic with the views expressed in Underwood's paper. Indeed there is much there to support a recent change in the direction of my own thinking. However, the burden of my remarks will be that the existence of phenomena of the kind considered by Underwood may raise problems for the prevailing stimulus- response, or S-R, treatment of verbal learning that are more serious than Underwood, himself, explicitly acknowledges. It may of course be that, during the preceding conference on verbal learning (see Cofer,

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Verbal Behavior and Learning: Problems and Processes: Proceedings
Table of contents

Table of contents

  • Title Page v
  • Preface vii
  • Contents ix
  • Chapter 1 - Introduction and Summary 1
  • Chapter 2 - An Analysis of The Recognition Process 10
  • Comments on Professor Murdock's Paper 21
  • Chapter 3 - Stimulus Selection In Verbal Learning 33
  • References 48
  • References 48
  • References 67
  • Chapter 4 - Meaningfulness and Familiarity 76
  • Comments on Professor Noble's Paper 115
  • References 151
  • Chapter 5 - The Acquisition of Syntax 158
  • References 194
  • References 197
  • References 201
  • Chapter 6 - Mediated Associations: Paradigms and Situations 210
  • References 240
  • Comments on Professor Jenkins's Paper 242
  • References 245
  • References 252
  • Chapter 7 - Purpose and the Problem Of Associative Selectivity 258
  • References 289
  • Chapter 8 - One-Trial Learning 295
  • References 319
  • Comments on Professor Postman's Paper 320
  • References 328
  • Brief Notes on the Epam Theory Of Verbal Learning 332
  • References 333
  • Chapter 9 - Immediate Memory: Data and Theory 336
  • Comments on Professor Peterson's Paper 351
  • References 353
  • Chapter 10 - Summary and Evaluation 374
  • Index 383
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