Citation

Nelson DL, Bajo MT, McEvoy CL, Schreiber TA. J. Exp. Psychol. Learn. Mem. Cogn. 1989; 15(5): 957-967.

Affiliation

Department of Psychology, University of South Florida, Tampa 33620.

Copyright

(Copyright © 1989, American Psychological Association)

DOI

unavailable

PMID

2528608

Abstract

Studying a familiar word activates its associates, and these associates affect the likelihood of recalling the studied word in a cued recall task. These experiments examined variables that normally affect memory for the studied word to determine if they have similar effects on memory for the word's associates. Memory for associates was tested by cued recall (Experiments 1-3) or by recognition (Experiments 4-5), with the number and strength of the associates varied in all experiments. In different experiments, test instructions (direct-indirect), distractor tasks, lag, and amount of practice were manipulated. Provided that subjects were not distracted prior to test, the probability of recalling associates of the studied word decreased with the number of associates activated and with their strength under all conditions. The strength of the associates but not their number affected recognition. In general, variables that affected recall and recognition of studied words had parallel effects on their associates.

Language: en