Associative transfer in verbal paired-associate learning as a function of stimulus similarity

Abstract

Associative transfer was explored in the A–B, A–C and A–B, A-Br paradigms under three levels of stimulus similarity using an A–B, C–D control comparison. Three groups, differing in degree of structural similarity, learned two mixed lists of CMC trigrams by the anticipation method. A total of 90 sixth grade Ss were used. The effect of paradigms was highly significant, with both the A–B, A–C and A–B, A-Br paradigms demonstrating negative transfer. Some evidence was found for increasing negative transfer as stimulus similarity increased.