対連合学習にわける媒介連合の効果V材料語の感覚印象について

抄録

Two experiments were conducted to examine the mediative effects of the sensory impressions of material words on their paired-associate learning.
In experiment I, ten undergraduate students in each of three groups learned a list of nine pairs of three-syllabled nouns, in which each stimulus and response item gave high common association of sensory impression (Group 1), low common association of sensory impression (Group 2) or no common association (Group 3). These stimulus pairs were presented by a memory drum at random order and were learned by anticipation method to a criterion of three successive errorless trials. The results are summarized as follows:
The facilitation effect of mediative sensory impression was observed both in terms of trials to different criteria and in terms of the number of items correctly recalled in each trial, But the difference in performance between the high association group and the low association group was not significant in terms of both measures.
Experiment II was designed to compare the mediative effect o sensory impression with the effect of mediate association induced experimentally. The former was estimated in the following way: In the second learning, three groups of subjects (ten undergraduate students in each) learned the same set of three lists (different from one another) as were used in experiment I, The latter was estimated in the following way: In the first learning preceding the test learning, the subjects in each of three groups learned two lists sucessively. The first learning lists consisted of sixteen pairs, in the one half of which each of two stimulus items (three syllabled nouns) paired with a common response item (a letter of the alphabet), and in the other half of which each of two stimulus items was paired with each different response item. The second learning lists consisted of eight pairs of nouns which were all stimulus items of the first learning lists, consequently, the one half of which were paired in such manner as had common response items in the first learning lists and the other half of which were not paired in the ahove-mentioned way. These stimulus pairs were presented by cards (5cm×1.4cm) in random order and were learned by the anticipation method to a criterion of five correct response of each pair in the first learning and cf three correct response of each pair in the second learning. The results are summarized, as follows:
The mediative effect of sensory impression and the effect of mediate association induced experimentally were both observed in terms of trials to different criteria but their interaction effect was not observed significantly.