The effect of formal and associative similarity on paired-associate and free-recall learning

Abstract

Associative similarity between pairs of words and formal similarity among consonant syllables were manipulated to determine their influences on free-recall learning (FL) and on paired-associate learning (PAL). The higher the formal similarity the slower the FL, while the higher the associative similarity the more rapid the FL. Increasing formal similarity among response terms in PAL was accompanied by a linear performance decrement which increased with trials. Increasing associative similarity among response terms in PAL did not influence behavior, a consequence believed due to a cancellation of the negative effects on associative learning and the positive effects on response learning. Increasing formal similarity among stimulus terms in PAL resulted in first an increase in performance followed by a sharp decrease, suggesting that some positive factor for learning initially accompanies the increase in similarity. This factor was not identified. Increasing associative similarity among stimulus terms generally resulted in a decrement in learning but this relationship, too, was complex.