EFFECTS OF PICTURES AND WORDS AS MEDIATING ITEMS UPON PAIRED-ASSOCIATE LEARNING

SUSUMU KOBAYASHI

doi:10.4992/psycholres1954.19.16

SUSUMU KOBAYASHI

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JOURNAL FREE ACCESS

1977 Volume 19 Issue 1 Pages 16-21

DOI https://doi.org/10.4992/psycholres1954.19.16

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Published: July 31, 1977 Received: September 22, 1976 Available on J-STAGE: February 24, 2009 Accepted: - Advance online publication: - Revised: -
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Date of correction: February 24, 2009 Reason for correction: - Correction: ABSTRACT Details: Wrong : To test the conceptual-peg hypothesis of Paivio, two experiments were performed by the use of stimulus-mediation-response (S-M-R) paradigm. In Experiment I subjects were instructed to learn pairs of six nonsense syllables usimg a picture or a word as the mediating item. The superiority of pictures over words was obtained for stimulus-relevant mediating items. This was consistent with the prediction of the hypothesis. Experiment II assessed the effects of pictures and words as the mediating items on the individual stages of S-M, M-R and S-R connections. The superiority of pictures over words as mediating items was obtained in S-M connection but not in the critical S-R connection nor in the M-R connection. These results were inconsistent with the hypothesis.
Right : To test the conceptual-peg hypothesis of Paivio, two experiments were performed by the use of stimulus-mediation-response (S-M-R) paradigm. In Experiment I subjects were instructed to learn pairs of six nonsense syllables using a picture or a word as the mediating item. The superiority of pictures over words was obtained for stimulus-relevant mediating items. This was consistent with the prediction of the hypothesis. Experiment II assessed the effects of pictures and words as the mediating items on the individual stages of S-M, M-R and S-R connections. The superiority of pictures over words as mediating items was obtained in S-M connection but not in the critical S-R connection nor in the M-R connection. These results were inconsistent with the hypothesis.

Date of correction: February 24, 2009 Reason for correction: - Correction: CITATION Details: Wrong : DILLEY, M. G., & PAIVIO, A. 1968 Pictures and words as stimulus and response items in pairedassociate learning of young children. Journal of Experimental Child Psychology, 6, 231-240.
PAIVIO, A. 1965 Abstractness, imagery, and meaningfulness in paired-associate learning. Journal of Verbal Learning and Verbal Behavior, 4, 32-38.
PAIVIO, A. 1967 Paired-associate learning and free recall of nouns as a function of concreteness, specificity, imagery, and meaningfulness. Psychological Reports, 20, 239-245.
PAIVIO, A. 1969 Mental imagery in associate learning and memory. Psychological Review, 76, 241-263.
PAIVIO, A. 1970 On the functional significance of imagery. In H. W. Reese (Chm.), Imagery in children's learning: A symposium. Psychological Bulletin, 73, 385-392.
PAIVIO, A. 1971 Imagery and verbal processes. New York: Holt, Rinehart & Winston.
PAIVIO, A., & MADIGAN, S. A. 1968 Imagery and association value in paired-associate learning. Journal of Experimental Psychology, 76, 35-39.
PAIVIO, A., & YARMEY, A. D. 1966 Pictures versus words as stimuli and responses in pairedassociate learning. Psychonomic Science, 5, 235-236.
PAIVIO, A., & YUILLE, J. C. 1966 Word abstractness and meaningfulness, and pairedassociate learning in children. Journal of Experimental Child Psychology, 4, 81-89.
SUGIMURA, T., & KURIYAMA, H. 1972 Concreteness and imagery of stimuli. Bulletin of Nara University of Education, 21, 223-236.
UMEMOTO, T., TORIKAWA, Y., & IBUKI, M. 1955 The non-association values and meaningfulness of 1892 Japanese two-letter syllables and words. Japanese Journal of Psychology, 26, 148-155. (In Japanese with and English summary).
WIMER, C. C., & LAMBERT, W. E. 1959 The differential effects of word and object stimuli on the learning of paired associates. Journal of Experimental Psychology, 57, 31-36.
WOLLEN, K. A., & LOWRY, D. H. 1971 Effects of imagery on paired-associate learning. Journal of Verbal Learning and Verbal Behavior, 10, 276-284.
YUILLE, J. C., & PRITCHARD, S. 1969 Noun concreteness and verbal facilitation as factors in imaginal mediation and PA learning in children. Journal of Experimental Child Psychology, 7, 459-466.

Right : DILLEY, M. G., &PAIVIO, A. 1968 Pictures and words as stimulus and response items in pairedassociate learning of young children. Journal of Experimental Child Psychology, 6, 231-240.
PAIVIO, A. 1965 Abstractness, imagery, and meaningfulness in paired-associate learning. Journal of Verbal Learning and Verbal Behavior, 4, 32-38.
PAIVIO, A. 1967 Paired-associate learning and free recall of nouns as a function of concreteness, specificity, imagery, and meaningfulness. Psychological Reports, 20, 239-245.
PAIVIO, A. 1969 Mental imagery in associate learning and memory. Psychological Review, 76, 241-263.
PAIVIO, A. 1970 On the functional significance of imagery. In H. W. Reese (Chm.), Imagery in children's learning: A symposium. Psychological Bulletin, 73, 385-392.
PAIVIO, A. 1971 Imagery and verbal processes. New York: Holt, Rinehart & Winston.
PAIVIO, A., & MADIGAN, S. A. 1968 Imagery and association value in paired-associate learning. Journal of Experimental Psychology, 76, 35-39.
PAIVIO, A., & YARMEY, A. D. 1966 Pictures versus words as stimuli and responses in pairedassociate learning. Psychonomic Science, 5, 235-236.
PAIVIO, A., & YUILLE, J. C. 1966 Word abstractness and meaningfulness, and pairedassociate learning in children. Journal of Experimental Child Psychology, 4, 81-89.
SUGIMURA, T., & KURIYAMA, H. 1972 Concreteness and imagery of stimuli. Bulletin of Nara University of Education, 21, 223-236.
UMEMOTO, T., MORIKAWA, Y., & IBUKI, M. 1955 The non-association values and meaningfulness of 1892 Japanese two-letter syllables and words. Japanese Journal of Psychology, 26, 148-155.(In Japanese with an English summary).
WIMER, C. C., & LAMBERT, W. E. 1959 The differential effects of word and object stimuli on the learning of paired associates. Journal of Experimental Psychology, 57, 31-36.
WOLLEN, K. A., & LOWRY, D. H. 1971 Effects of imagery on paired-associate learning. Journal of Verbal Learning and Verbal Behavior, 10, 276-284.
YUILLE, J. C., & PRITCHARD, S. 1969 Noun concreteness and verbal facilitation as factors in imaginal mediation and PA learning in children. Journal of Experimental Child Psychology, 7, 459-466.

Date of correction: February 24, 2009 Reason for correction: - Correction: PDF FILE Details: -

Date of correction: February 24, 2009 Reason for correction: - Correction: CITATION Details: Wrong : DILLEY, M. G., &PAIVIO, A. 1968 Pictures and words as stimulus and response items in pairedassociate learning of young children. Journal of Experimental Child Psychology, 6, 231-240.
PAIVIO, A. 1965 Abstractness, imagery, and meaningfulness in paired-associate learning. Journal of Verbal Learning and Verbal Behavior, 4, 32-38.
PAIVIO, A. 1967 Paired-associate learning and free recall of nouns as a function of concreteness, specificity, imagery, and meaningfulness. Psychological Reports, 20, 239-245.
PAIVIO, A. 1969 Mental imagery in associate learning and memory. Psychological Review, 76, 241-263.
PAIVIO, A. 1970 On the functional significance of imagery. In H. W. Reese (Chm.), Imagery in children's learning: A symposium. Psychological Bulletin, 73, 385-392.
PAIVIO, A. 1971 Imagery and verbal processes. New York: Holt, Rinehart & Winston.
PAIVIO, A., & MADIGAN, S. A. 1968 Imagery and association value in paired-associate learning. Journal of Experimental Psychology, 76, 35-39.
PAIVIO, A., & YARMEY, A. D. 1966 Pictures versus words as stimuli and responses in pairedassociate learning. Psychonomic Science, 5, 235-236.
PAIVIO, A., & YUILLE, J. C. 1966 Word abstractness and meaningfulness, and pairedassociate learning in children. Journal of Experimental Child Psychology, 4, 81-89.
SUGIMURA, T., & KURIYAMA, H. 1972 Concreteness and imagery of stimuli. Bulletin of Nara University of Education, 21, 223-236.
UMEMOTO, T., MORIKAWA, Y., & IBUKI, M. 1955 The non-association values and meaningfulness of 1892 Japanese two-letter syllables and words. Japanese Journal of Psychology, 26, 148-155.(In Japanese with an English summary).
WIMER, C. C., & LAMBERT, W. E. 1959 The differential effects of word and object stimuli on the learning of paired associates. Journal of Experimental Psychology, 57, 31-36.
WOLLEN, K. A., & LOWRY, D. H. 1971 Effects of imagery on paired-associate learning. Journal of Verbal Learning and Verbal Behavior, 10, 276-284.
YUILLE, J. C., & PRITCHARD, S. 1969 Noun concreteness and verbal facilitation as factors in imaginal mediation and PA learning in children. Journal of Experimental Child Psychology, 7, 459-466.

Right : DILLEY, M. G., & PAIVIO, A. 1968 Pictures and words as stimulus and response items in pairedassociate learning of young children. Journal of Experimental Child Psychology, 6, 231-240.
PAIVIO, A. 1965 Abstractness, imagery, and meaningfulness in paired-associate learning. Journal of Verbal Learning and Verbal Behavior, 4, 32-38.
PAIVIO, A. 1967 Paired-associate learning and free recall of nouns as a function of concreteness, specificity, imagery, and meaningfulness. Psychological Reports, 20, 239-245.
PAIVIO, A. 1969 Mental imagery in associate learning and memory. Psychological Review, 76, 241-263.
PAIVIO, A. 1970 On the functional significance of imagery. In H. W. Reese (Chm.), Imagery in children's learning: A symposium. Psychological Bulletin, 73, 385-392.
PAIVIO, A. 1971 Imagery and verbal processes. New York: Holt, Rinehart & Winston.
PAIVIO, A., & MADIGAN, S. A. 1968 Imagery and association value in paired-associate learning. Journal of Experimental Psychology, 76, 35-39.
PAIVIO, A., & YARMEY, A. D. 1966 Pictures versus words as stimuli and responses in pairedassociate learning. Psychonomic Science, 5, 235-236.
PAIVIO, A., & YUILLE, J. C. 1966 Word abstractness and meaningfulness, and pairedassociate learning in children. Journal of Experimental Child Psychology, 4, 81-89.
SUGIMURA, T., & KURIYAMA, H. 1972 Concreteness and imagery of stimuli. Bulletin of Nara University of Education, 21, 223-236.
UMEMOTO, T., MORIKAWA, Y., & IBUKI, M. 1955 The non-association values and meaningfulness of 1892 Japanese two-letter syllables and words. Japanese Journal of Psychology, 26, 148-155.(In Japanese with an English summary).
WIMER, C. C., & LAMBERT, W. E. 1959 The differential effects of word and object stimuli on the learning of paired associates. Journal of Experimental Psychology, 57, 31-36.
WOLLEN, K. A., & LOWRY, D. H. 1971 Effects of imagery on paired-associate learning. Journal of Verbal Learning and Verbal Behavior, 10, 276-284.
YUILLE, J. C., & PRITCHARD, S. 1969 Noun concreteness and verbal facilitation as factors in imaginal mediation and PA learning in children. Journal of Experimental Child Psychology, 7, 459-466.

Abstract

To test the conceptual-peg hypothesis of Paivio, two experiments were performed by the use of stimulus-mediation-response (S-M-R) paradigm. In Experiment I subjects were instructed to learn pairs of six nonsense syllables using a picture or a word as the mediating item. The superiority of pictures over words was obtained for stimulus-relevant mediating items. This was consistent with the prediction of the hypothesis. Experiment II assessed the effects of pictures and words as the mediating items on the individual stages of S-M, M-R and S-R connections. The superiority of pictures over words as mediating items was obtained in S-M connection but not in the critical S-R connection nor in the M-R connection. These results were inconsistent with the hypothesis.

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Correction information

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