These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.
139 related articles for article (PubMed ID: 14082655)
21. Transfer, synonymity, and anticipatory interval in paired-associate verbal learning. RUNQUIST WN; MARSHALL MA Am J Psychol; 1963 Jun; 76():281-6. PubMed ID: 13975553 [No Abstract] [Full Text] [Related]
22. Interactions of modality with age and with meaningfulness in verbal learning. Cooper JC; Gaeth JH J Educ Psychol; 1967 Feb; 58(1):41-4. PubMed ID: 6044475 [No Abstract] [Full Text] [Related]
23. Meaningfulness values of words: relation to concreteness, imagery, emotionality, and interest. Campos A Percept Mot Skills; 1991 Oct; 73(2):591-4. PubMed ID: 1766792 [TBL] [Abstract][Full Text] [Related]
24. LEARNING OF ADJECTIVE-NOUN PAIRED ASSOCIATES AS A FUNCTION OF ADJECTIVE-NOUN WORD ORDER AND NOUN ABSTRACTNESS. PAIVIO A Can J Psychol; 1963 Dec; 17():370-9. PubMed ID: 14088816 [No Abstract] [Full Text] [Related]
25. THE EFFECTS OF VARIABLE CONTEXTS ON THE ACQUISITION AND RETENTION OF PAIRED ASSOCIATES. POSTMAN L; PHILLIPS LW Am J Psychol; 1964 Mar; 77():64-74. PubMed ID: 14130365 [No Abstract] [Full Text] [Related]
27. Imagery, concreteness, and meaningfulness as determiners of the emotionality of words when meaning is controlled. Campos A Percept Mot Skills; 1992 Aug; 75(1):44-6. PubMed ID: 1528691 [TBL] [Abstract][Full Text] [Related]
28. Interest value, meaningfulness, and familiarity of words: relations with other word properties. Campos A; Marcos JL; González MA Percept Mot Skills; 2002 Dec; 95(3 Pt 1):769-74. PubMed ID: 12509174 [TBL] [Abstract][Full Text] [Related]
30. MEANING ESTABLISHED BY CLASSICAL CONDITIONING CONTROLLING ASSOCIATES TO THE UCS. STAATS AW; STAATS CK; FINLEY JR; MINKE KA J Gen Psychol; 1963 Oct; 69():247-52. PubMed ID: 14057085 [No Abstract] [Full Text] [Related]
31. Effect of stimulus-response meaningfulness on paired-associate learning and retention. KOTHURKAR VK J Exp Psychol; 1963 Mar; 65():305-8. PubMed ID: 14035071 [No Abstract] [Full Text] [Related]
32. INDEPENDENT MANIPULATION OF MEANING AND M. STAATS AW; STAATS CK; FINLEY JR; HEARD WG J Gen Psychol; 1963 Oct; 69():253-60. PubMed ID: 14057086 [No Abstract] [Full Text] [Related]
33. SOME SEMANTIC RELATIONS AMONG WORD-ASSOCIATES. POLLIO HR Am J Psychol; 1964 Jun; 77():249-56. PubMed ID: 14141478 [No Abstract] [Full Text] [Related]
34. Paired associate learning in mental retardation: a review. Mordock JB Am J Ment Defic; 1968 May; 72(6):857-65. PubMed ID: 4871409 [No Abstract] [Full Text] [Related]
35. The interaction of ability and amount of practice with stimulus and response meaningfulness (m, m) in paired-associate learning. CIEUTAT VJ; STOCKWELL FE; NOBLE CE J Exp Psychol; 1958 Sep; 56(3):193-202. PubMed ID: 13575720 [No Abstract] [Full Text] [Related]
36. Effect of similarity in structure, meaning, and sound on paired-associate learning. Schoer L J Educ Psychol; 1967 Aug; 58(4):189-92. PubMed ID: 6062449 [No Abstract] [Full Text] [Related]
37. WORD ASSOCIATION AS A FUNCTION OF CONDITIONED MEANING. POLLIO HR J Exp Psychol; 1963 Nov; 66():454-60. PubMed ID: 14082000 [No Abstract] [Full Text] [Related]
38. Knowledge and ability factors underlying simple learning by accretion. Tirre WC Genet Soc Gen Psychol Monogr; 1991 Feb; 117(1):91-126. PubMed ID: 2044949 [TBL] [Abstract][Full Text] [Related]
39. GENERALIZATION OF VERBALLY CONDITIONED MEANING FROM SYMBOL TO REFERENT. PAIVIO A Can J Psychol; 1964 Jun; 18():146-55. PubMed ID: 14180519 [No Abstract] [Full Text] [Related]