0
Views
1
CrossRef citations to date
0
Altmetric
Original Articles

The retention interval hypothesis and backward associations

Pages 229-241 | Received 17 May 1979, Published online: 27 Sep 2007

References

  • Asch, S. E. , and Ebenholtz, S. M. , 1962. The principle of associative symmetry. , Proceedings of the American Philosophical Society 106 (1962), pp. 135–163.
  • Battig, W. F. , and Spera, A. J. , 1962. Rated association values of numbers from 0-100. , Journal of Verbal Learning and Verbal Behavior 1 (1962), pp. 200–202.
  • Ebbinghaus, H. , 1885. Über das Gedächtnis. . Leipzig: Duncker und Humbolt; 1885.
  • Ekstrand, B. R. , 1966. Backward associations. , Psychological Bulletin 65 (1966), pp. 50–64.
  • Estes, W. K. , 1969. "Reinforcement in human learning". In: Tapp, J. T. , ed. Reinforcement and behavior. . New York: Academic Press; 1969.
  • Goss, A. E. , and Nodine, C. F. , 1965. Paired-associate learning. . New York: Academic Press; 1965.
  • Humphreys, M. S. , and Galbraith, R. C. , 1975. Forward and backward associations in cued recall: Predictions from the encoding specificity principle. , Journal of Experimental Psychology: Human Learning and Memory 1 (1975), pp. 702–710.
  • Izawa, C. , 1965. Backward association in paired-associate learning. , Japanese Psychological Research 7 (1965), pp. 47–60.
  • Izawa, C. , 1967. Effects of meaningfulness and familiarization upon backward associations in paired-associate learning. , Japanese Psychological Research 9 (1967), pp. 95–110, (a).
  • Izawa, C. , 1967. Function of test trials in paired-associate learning. , Journal of Experimental Psychology 75 (1967), pp. 194–209, (b).
  • Izawa, C. , 1971. The test trial potentiating model. , Journal of Mathematical Psychology 8 (1971), pp. 200–224.
  • Izawa, C. , 1972. Retention interval hypothesis and evidence for its basic assumptions. , Journal of Experimental Psychology 96 (1972), pp. 17–24.
  • Izawa, C. , 1974. Retention interval hypothesis and the list length: Comparison of anticipation and study-test procedures. , Canadian Journal of Psychology 28 (1974), pp. 214–224.
  • Izawa, C. , 1977. Theoretical and empirical performance differences between anticipation and study-test methods: Retention interval hypothesis vs. spaced practice effects. , Japanese Psychological Research 19 (1977), pp. 31–38.
  • Izawa, C. , 1978. Effects of two retention interval components on performance differences between study-test and anticipation methods in paired-associate learning. , Scandinavian Journal of Psychology 19 (1978), pp. 151–158.
  • Izawa, C. , 1979. Comparisons of learning procedures: Effects of constant and random presentations. , Acta Psychologica 43 (1979), pp. 133–143, (a).
  • Izawa, C. , 1979. Toward a comprehensive theory of variable performance differences and differential spaced practice effects between anticipation and study-test methods. , Journal of General Psychology 100 (1979), pp. 63–83, (b).
  • Izawa, C. , and Hayden, R. G. , 1978. Effects of method of presentation with spaced practice. , Psychologia 21 (1978), pp. 16–26.
  • Izawa, C. , Hayden, R. G. , and Isham, K. L. , 1980. Sensory modality and method of item information presentation in memory. , Acta Psychologica 44 (1980), pp. 131–145.
  • Kanak, N. J. , and Neuner, S. D. , 1970. Associative symmetry and item availability as a function of five methods of paired-associate acquisition. , Journal of Experimental Psychology 86 (1970), pp. 288–295.
  • Martin, E. , 1965. Transfer of verbal paired associates. , Psychological Review 72 (1965), pp. 327–343.
  • McGovern, J. B. , 1964. Extinction of associations in four transfer paradigms. , Psychological Monographs 78 (Whole No. 593) (1964).
  • Merryman, C. , Miller, K. , and Chu, G. , 1976. Backward recall of noun-adjective and adjective-noun paired-associate lists. , Bulletin of Psychonomic Society 8 (1976), pp. 377–378.
  • Murdock, B. B. , 1974. Human memory: Theory and data. . Potomac, Md.: Lawrence Erlbaum Associates; 1974.
  • Nelson, D. L. , Rowe, F. A. , Engel, J. E. , Wheeler, J. , and Garland, R. M. , 1970. Backward relative to forward recall as a function of stimulus meaningful-ness and formal interstimulus similarity. , Journal of Experimental Psychology 83 (1970), pp. 323–328.
  • Noble, C. E. , 1961. Measurements of association value (a), rated associations (a'), and scaled meaningfulness (m') for the 2100 CVC combinations of the English alphabet. , Psychological Reports 5 (1961), pp. 487–521.
  • Pennington, L. A. , and Waters, R. H. , 1938. The anticipation method in paired-associate learning. , Journal of Psychology 6 (1938), pp. 281–283.
  • Schild, M. E. , and Battig, W. F. , 1966. Directionality in paired-associate learning. , Journal of Verbal Learning and Verbal Behavior 5 (1966), pp. 42–49.
  • Slamecka, N. J. , 1976. An analysis of double-function lists. , Memory & Cognition 4 (1976), pp. 581–585.
  • Underwood, B. J. , and Keppel, G. , 1963. Bidirectional paired-associate learning. , American Journal of Psychology 76 (1963), pp. 470–474.
  • Winters, J. J. , Attlee, L. C. , and Harvey, F. , 1974. Paired-associate learning of EMR adolescents and non-retarded children as a function of methods of presentation and training. , American Journal of Mental Deficiency 79 (1974), pp. 70–76.
  • Winters, J. J. , and Goettler, D. R. , 1973. One-trial learning of intellectually average and retarded children under three methods of presentation: Storage and retrieval. , American Journal of Mental Deficiency 78 (1973), pp. 51–58.
  • Wolford, G. , 1971. Function of distinct associations for paired-associate performance. , Psychological Review 78 (1971), pp. 303–313.
  • Wright, J. H. , 1967. Effects of stimulus meaningfulness, method of presentation, and list design on the learning of paired associates. , Journal of Experimental Psychology 73 (1967), pp. 72–77.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.