Effects of phonetic symbolism on paired-associate learning

Abstract

To investigate relations, if any, between phonetic symbolism and learning, a paired-associate learning experiment was conducted with two stimulus variations (complete vs. incomplete figures) and three response variations [repetitive vs. nonrepetitive same (S) vs. nonrepetitive different (D) disyllables, where S and D were defined in terms of the first vowel of the repetitive group]. Disyllables produced significant effects in all aspects of data. Effects of figures were complex: First-trial data (approximating word matching) indicated suggestive differences, with significant Figure by Disyllable interactions; but overall performance produced insignificant differences between figures. Both figures and disyllables significantly interacted with learning trials. The advantage of the complete-repetitive combination was observed only early in learning, and that of the incomplete-nonrepetitive combination only late in learning. The second sound of disyllables produced significant effects on learning. Phonetic symbolism research may be facilitated by taking learning processes into account.