Transfer from serial to paired-associate learning: A reappraisal

Abstract

Tests of the hypothesis of serial chaining have evaluated transfer from a serial list to the double-function paired-associate list derived from it. The limited transfer effects so far reported may have resulted from the inherent difficulty of the transfer task under conventional methods of testing. In the present experiments two conditions were employed to reduce the difficulty of the test list, and in particular interference from backward associations during paired-associate learning: (a) Ss were fully informed about the structure of the transfer list; (b) a 3-sec rather than 2-sec anticipation interval was used. Experiment I also evaluates the effect of word frequency upon transfer; Experiment II evaluates the effect of stimulus pronunciation during paired-associate learning. In both experiments there was highly significant transfer from serial to paired-associate learning, both on the first trial and as measured by trials to criterion. Neither word frequency nor stimulus pronunciation had significant effects. Most serial positions contributed to the transfer effects. The magnitude of the present transfer effects is interpreted as strong support for the hypothesis.