A further test of the chaining hypothesis of serial learning

Abstract

After learning a 12-adjective serial list to a criterion of one perfect recitation, Ss were given 10 trials on a double-function paired-associate list in which the successive elements of the serial list were preserved (E groups) or which consisted of an unrelated set of adjectives (C groups). Two E and C groups differed in the method of stimulus presentation. In Cond. S the starting point remained the same on all trials, while in Cond. V the starting point was varied on each trial. The E groups produced marked positive transfer which was significantly greater for the V method on the first transfer trial. It was concluded that the associative strength formed between contiguous items in the serial list is the critical factor producing the positive transfer observed on the paired-associate list.