Influences of the sequence of similar stimuli on paired-associate learning

Abstract

Previous studies of the influence of sequence of similar stimuli on PA learning have produced conflicting results. The present study re-examined this question, using a different class of stimuli, and also investigated the influence of this variable upon immediate performance. Two independent groups of Ss practiced a list of tone-word pairs by the anticipation method - group C-R under the clustering of similar stimuli and group R-R under the random sequence - to an incomplete criterion. Practice was resumed by the two groups following a brief intermission and carried on to the finish under random sequence. Group C-R exhibited superior performance before but inferior performance after the intermission in comparison with group R-R, which fact suggests a facilitative influence of clustering upon immediate performance but an opposite effect upon learning. Alternative interpretations were provided, using the concepts of psychological refractory state and reactive inhibition in the context of certain current theories of PA learning.