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2. Effects of delay of informative feedback, post-feedback interval, and feedback presentation mode on verbal paired-associates learning. Jones RE J Exp Psychol; 1968 May; 77(1):87-93. PubMed ID: 5663604 [No Abstract] [Full Text] [Related]
3. Effects of delay of informative feedback on paired-associates learning. Hartman TF; Carlson ME J Gen Psychol; 1965 Oct; 73(2d Half):279-84. PubMed ID: 5826054 [No Abstract] [Full Text] [Related]
4. ROLE OF DIFFICULTY IN ROTE AND CONCEPT LEARNING. FALLON D; BATIG WF J Exp Psychol; 1964 Jul; 68():85-8. PubMed ID: 14177686 [No Abstract] [Full Text] [Related]
5. Change of item function in paired-associate learning. Young RK; Bickerstaff TR J Exp Psychol; 1966 Oct; 72(4):514-8. PubMed ID: 5969724 [No Abstract] [Full Text] [Related]
6. 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]
7. ROTE VERBAL LEARNING BY NORMAL AND MENTALLY RETARDED CHILDREN. GIRARDEAU FL; ELLIS NR Am J Ment Defic; 1964 Jan; 68():525-32. PubMed ID: 14104015 [No Abstract] [Full Text] [Related]
8. EFFECT OF INSTRUCTIONS AND UCS STRENGTH ON EXTINCTION OF THE CONDITIONED CSR. WICKENS DD; ALLEN CK; HILL FA J Exp Psychol; 1963 Sep; 66():235-40. PubMed ID: 14054382 [No Abstract] [Full Text] [Related]
9. 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]
10. RECOGNITION IN THE DOMINANT AND NON-DOMINANT VISUAL HEMIFIELDS. MANGAN GL Percept Mot Skills; 1963 Oct; 17():558. PubMed ID: 14065533 [No Abstract] [Full Text] [Related]
11. THE EFFECTS OF MASSED VS. DISTRIBUTED PRACTICE ON THE LEARNING OF ORGANIC AND FAMILIAL DEFECTIVES. DENT HE; JOHNSON RC Am J Ment Defic; 1964 Jan; 68():533-6. PubMed ID: 14104016 [No Abstract] [Full Text] [Related]
12. 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]
13. Effects of temporal variables, monetary incentive, and method of informative feedback on the paired-associate learning of retardates. Ward LC; Baumeister AA Am J Ment Defic; 1971 May; 75(6):712-8. PubMed ID: 5581993 [No Abstract] [Full Text] [Related]
14. Conditioning connotative meaning. Miller AW J Gen Psychol; 1966 Oct; 75(2d Half):319-28. PubMed ID: 5972031 [No Abstract] [Full Text] [Related]
15. On the utility of positive and negative feedback in a paired-associate learning task. Arbel Y; Murphy A; Donchin E J Cogn Neurosci; 2014 Jul; 26(7):1445-53. PubMed ID: 24666164 [TBL] [Abstract][Full Text] [Related]
16. Conditioning of color connotations. Harbin SP; Williams JE Percept Mot Skills; 1966 Feb; 22(1):217-8. PubMed ID: 5906721 [No Abstract] [Full Text] [Related]
18. Spontaneous recovery of list 1 responses in the A-B, A'-C paradigm. Saltz E; Hamilton H J Exp Psychol; 1967 Oct; 75(2):267-73. PubMed ID: 6062967 [No Abstract] [Full Text] [Related]
19. Unlearning in the A-B, A-C paradigm as a function of percentage occurrence of response members. Keppel G; Zavortink B; Schiff BB J Exp Psychol; 1967 Jun; 74(2):172-7. PubMed ID: 6048452 [No Abstract] [Full Text] [Related]
20. Effect of tests without feedback and presenation-test interval in paired-associate learning. Landauer TK; Eldridge L J Exp Psychol; 1967 Nov; 75(3):290-8. PubMed ID: 6079842 [No Abstract] [Full Text] [Related] [Next] [New Search]