Abstract
Although a number of investigations of paired-associate (PA) learning have been conducted with children, little effort has been made to determine the relationship between ability in PA tasks and other subject variables. This study correlated PA performance of elementary school children with measures of intelligence, anxiety, and achievement. Two lists were studied, one consisting of strongly associated word pairs, and one of weak pairs. Relationships between various subject variables and PA performance on the strong pairs was not significant. Performance on the weak pairs, however, correlated significantly with the IQ, reading, vocabulary, and comprehensive achievement level of the children.
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