S-R and R-S acquisition as a function of meaningfulness

Abstract

The acquisition of the components of paired-associate learning was examined in relation to the two-stage model of Underwood and Schulz and the symmetry model of Asch and Ebenholtz. Paired-associate learning was considered to include four components: forward association, backward association, stimulus learning, and response learning. Learning of paired-associate material was hypothesized to be a function of the meaningfulness of the material. Components should be learned differently with high and low meaningful material. It was concluded that the Underwood and Schulz two-stage model of paired-associate learning is appropriate primarily for the learning of low meaningful material, whereas the symmetry model of Asch and Ebenholtz more accurately describes the learning of high meaningful material.