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The Effects of Isolation and Articulation on Response-Term Recall
Slater E. Newman
The American Journal of Psychology
Vol. 88, No. 3 (Sep., 1975), pp. 483-487
Published by: University of Illinois Press
Stable URL: http://www.jstor.org/stable/1421779
Page Count: 5
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The 120 subjects were given one study trial on a paired-associate list in which a response term for one of the pairs was isolated for half the subjects; for the remaining subjects, none of the response terms was isolated. During the study trial, half the subjects in each treatment articulated all response terms; the rest articulated none. On the test of free recall of the response terms, the isolated response term occurred more often than its nonisolated counterpart [p < .001], independent of whether it had been articulated. Response-term articulation facilitated response-term recall [p < .01]. It is suggested (a) that response-term isolation facilitates paired-associate learning by enhancing both response recall and associative learning and (b) that response-term articulation also enhances response recall but interferes with associative learning.
The American Journal of Psychology © 1975 University of Illinois Press