ASSOCIATION VALUE AND ORIENTING TASK IN INCIDENTAL AND INTENTIONAL PAIRED-ASSOCIATE LEARNING

In 2 studies (Ns = 95 and 36 undergraduates), the effect of learning instructions on paired-associate learning of high-frequency nouns was evaluated for 3 orienting tasks: (1) production of mediating associative responses to word pairs, (2) production of associative responses to response items of word pairs, and (3) pleasantness ratings. All Ss were presented 20 paired associates, 10 at each of 2 levels of association value. Only the mediation task appeared to equal unhindered intentional learning, while only the pleasantness rating task showed a significant difference between incidental and intentional learners. Intrapair associative strength had a significant effect on learning and a significant interaction with orienting task. An expected Orienting Task * Learning Instructions interaction was not found in Exp. I, but was suggested by Exp. II. It was postulated that an associative priming process was operating in the association task and that mediation instructions effectively elicited implicit cue-producing responses necessary for learning. (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1969 American Psychological Association.