Abstract
Summary The effects of three widely divergent levels of meaningfulness on paired-associate transfer under the A-B, A-Br and A-B, A-C paradigms were evaluated by means of a mixedlist design. As compared with the A-B, C-D control paradigm, A-B, A-Br transfer shifted from positive for consonant syllables to negative for common three-letter words. Negative transfer was also found to increase consistently, although insignificantly, with increased meaningfulness for the A-B, A-C paradigm. The differential effects were attributed to the predominance of associative interference under high-meaningfulness conditions, and to increasing positive transfer effects produced by the greater importance of response (and possibly stimulus) learning as meaningfulness decreases.
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