81 related articles for article (PubMed ID: 14141478)
1. SOME SEMANTIC RELATIONS AMONG WORD-ASSOCIATES.
POLLIO HR
Am J Psychol; 1964 Jun; 77():249-56. PubMed ID: 14141478
[No Abstract] [Full Text] [Related]
2. 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]
3. Semantic satiation and paired-associate learning.
KANUNGO RN; LAMBERT WE; MAUER SM
J Exp Psychol; 1962 Dec; 64():600-7. PubMed ID: 13962283
[No Abstract] [Full Text] [Related]
4. Semantic constraint in paired-associate learning.
Rohwer WD; Lynch S
J Educ Psychol; 1966 Oct; 57(5):271-8. PubMed ID: 5918296
[No Abstract] [Full Text] [Related]
5. Semantic relations as graded concepts.
Caplan LJ; Herrmann DJ
Z Psychol Z Angew Psychol; 1993; 201(1):85-97. PubMed ID: 8098173
[TBL] [Abstract][Full Text] [Related]
6. Paired-associate learning as a function of similarity: semantic similarity between stimulus- and response-items.
UMEMOTO T
Am J Psychol; 1962 Mar; 75():85-93. PubMed ID: 13923761
[No Abstract] [Full Text] [Related]
7. EFFECT OF MEANINGFUL RELATION ON LEARNING AND RETENTION OF PAIRED-ASSOCIATES.
KOTHURKAR VK
Am J Psychol; 1964 Mar; 77():116-9. PubMed ID: 14130351
[No Abstract] [Full Text] [Related]
8. Word abstractness and meaningfulness, and paired-associate learning in children.
Paivio A; Yuille JC
J Exp Child Psychol; 1966 Sep; 4(1):81-9. PubMed ID: 5971019
[No Abstract] [Full Text] [Related]
9. Semantic transparency in free stems: The effect of Orthography-Semantics Consistency on word recognition.
Marelli M; Amenta S; Crepaldi D
Q J Exp Psychol (Hove); 2015; 68(8):1571-83. PubMed ID: 25269473
[TBL] [Abstract][Full Text] [Related]
10. True and false memories in the DRM paradigm on a forced choice test.
Weinstein Y; McDermott KB; Chan JC
Memory; 2010 May; 18(4):375-84. PubMed ID: 20408042
[TBL] [Abstract][Full Text] [Related]
11. 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]
12. Hemispheric differences in strong versus weak semantic priming: evidence from event-related brain potentials.
Frishkoff GA
Brain Lang; 2007 Jan; 100(1):23-43. PubMed ID: 16908058
[TBL] [Abstract][Full Text] [Related]
13. 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]
14. Word-learning performance in beginning readers.
Nilsen E; Bourassa D
Can J Exp Psychol; 2008 Jun; 62(2):110-6. PubMed ID: 18572988
[TBL] [Abstract][Full Text] [Related]
15. Emotion and intuition.
Bolte A; Goschke T; Kuhl J
Psychol Sci; 2003 Sep; 14(5):416-21. PubMed ID: 12930470
[TBL] [Abstract][Full Text] [Related]
16. Temporal relations and meaningfulness in paired-associate learning.
Mueller DJ; Travers RM
Psychol Rep; 1965 Oct; 17(2):491-7. PubMed ID: 5833272
[No Abstract] [Full Text] [Related]
17. Transfer with mixed and unmixed lists as a function of semantic relations.
Slamecka NJ
J Exp Psychol; 1967 Mar; 73(3):405-10. PubMed ID: 6032545
[No Abstract] [Full Text] [Related]
18. 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]
19. Effects of stimulus meaningfulness, method of presentation, and list design on the learning of paired associates.
Wright JH
J Exp Psychol; 1967 Jan; 73(1):72-7. PubMed ID: 6031671
[No Abstract] [Full Text] [Related]
20. Levels and speed of processing effects on word analysis.
Kaye DB; Brown SW
Mem Cognit; 1985 Sep; 13(5):425-34. PubMed ID: 4088052
[No Abstract] [Full Text] [Related]
[Next] [New Search]
