PAIRED ASSOCIATE LEARNING

Introduction
Memory is a process by which we encode, store and retrieve information and data.
(Feldman, 2011). Akin to a computer, memory can be said to be stored as one stores files on
a hard disk. The brain first receives an input, this is sensory memory. There is the
subsequent process of encoding the received data to understand it. Then we store it in our
hard disk, in this case it is the hippocampus, in the medial-temporal lobe. Finally, if at any
later part of our lives we need to accurately work on the information that we have stored, we
need to have a retrieval system in place. By retrieving information, we are basically
displaying it, the same way a computer would display information on its monitor.
The process is relatively simple but requires a basic depth of certain terms that will be
revised again in this paper. Sensory register, as the name suggests is where the stimulus is
first encountered. There are five senses, each perceived by specialized receptors. The main
function that also becomes characteristic of it is the duration for which it stores memory.
Visual sensory register, for example stores information for a brief duration of 1 second. This
is so short a time that scientists are of the opinion that the work of the sensory register is
better in association with perception rather than memory. Any piece of this brief information
that is attended to gets passed on to the next short-term memory for further processing.
(Morgan et al., 1993).
Based on the amount of processing that occurs within the sensory register, the short-
term memory is an almost refined and eloquent process. It is here that the stimulus has a
degree of comprehension and has some meaning attached to it. Despite all this, it has a
really low capacity, which means that at any given point of time it can only hold a total of 7
plus or minus two items. This is called “chunking”. Mostly due to the small capacity of the
short-term memory, any new stimulus quickly displaces previously stored losing it in the
process. Whenever required, the entire STM will be scanned in the event of retrieving any
piece of information. Any information neither lost nor retrieved moves on to the next
memory stage: long-term memory.
The process of moving information from short-term memory to long-term memory is
called rehearsal. While the name suggests a repetition of information could aid in better
encoding the said information, there are studies that contradictory information. Rather
than the number of times a piece of information is repeatedly rehearsed (maintenance
rehearsal), greater emphasis should be placed on the way it is rehearsed. This is called
elaborative rehearsal.
Elaborative rehearsal consists of giving meaning and organization to the information so that it
can be readily stored with organized long-term memory.
Finally, long-term memory is the storage component. As its capacity is huge, there is
always more space for new information. Barring damage to the hippocampus or
forgetfulness, information stored in the long-term memory would persist for a long time.
Association in psychology is a connection or a common link that may form between a
set of ideas, events, or feelings either on a conscious or subconscious level. Associations may
be formed based on experiences or information based on past events. An association
between two stimuli is further facilitated by meaningfulness. The associations are more easily
formed based on how meaningful they are, which in turn facilitates faster learning. Verbal
learning is learning based on verbal memory which consists of words and phonemes.
Verbal learning is usually divided between response learning and the associative
stage. The first is based on a method where there is a learning of a series of complex
responses and using them as the situation demands. While it can be argued that having a
proper well integrated response would also aid in the process of forming associations, this is
not a complete picture. A second phase in verbal learning, is the “hook-up” phase and it is
here that actual links first begin to form, associating responses with appropriate stimuli.
There is not a proper distinction between the stages of response learning and associative
learning. They overlap each other, but the distinction is valuable to our understanding of
the two phases.
Items with an inherent meaning to them lend themselves more easily to
associative processing. Since, the responses to these items are well integrated in our
vocabulary. Also common words or names of everyday objects are almost over learned, yet
unutilized in our daily Such words cost almost no time, as response learning is not required.
Associative learning, in such cases commences almost immediately.

History and Description of the Experiment

Mary Whiton Calkin was the first woman to serve as President of the American
Psychological Association in the year 1905. When Calkin was an undergraduate student,
women were not readily accepted in such programmes. It was at Clark University and her
work with Hugo Munsterburg in 1894 that laid the foundation for her research on association
and memory. Her articles in the years 1894 and 1896, that she sought to study the nature of
association.(Madigan, 1992). Calkins was the first to use and report a paired associate
methodology, however, the term paired associates was not used by her. The very first series
used by her included colour names as cues and response being two or three digit numbers.
Calkin’s work in this field was not immediately acknowledged by many who would later use
it on their own paired associate experiments. Paired associate learning is useful in studying
and understanding the stimulus-response relationship. This becomes more relevant, especially
for behaviourists, as they work to understand how such relationships are formed and even
broken. In learning, there are two processes, response learning and associative learning.
Firstly, the learning of the response to the stimulus. Then a bond that leads to comprehension
of the relation between the response and the concept. If such a bond could accurately
describe each other, it would aid in the process of memorizing the items quickly and
efficiently.
Versions
In their article Lechner, Squire and Byrne (1999) showed that although there are a few
variations to the experiment, the basic premise remains the same. Alfred Jost, a French
endocrinologist also used a variation of the experiment, pairing syllables like A-c, B-f, and C-
d(1897). Later, Muller and Pilzecker (1900) used this to study retention and recall. Edward T
Thorndike, in his article, “Memory for paired associates” (1908) to study retention of paired
associates by altering the amount of time after which subjects would have to recall the pairs.
Methodology

Problem-To study the effect of meaningfulness of stimulus – response relationship on the

formation of associations.
Hypothesis
Stimulus – Response meaningfulness has a positive effect on the formation of associations,
and consequently, on recall.
Plan
[Link] conduct the experiment in two series. a. With no specific meaningful relationship
between stimuli and response. b. With logical or meaningful connections between stimuli and
response.
[Link] test recall of response words separately in both the series and compare.
[Link] study the effect of meaningfulness of responses in the formation of associations with the
stimuli.
Variables
Independent Variable: Meaningfulness of stimulus – response connection.
Dependent Variable: Number of response words correctly recalled.
Controls / Precautions
[Link] of exposure is limited to 2 seconds per pair for both the lists.
[Link] difficulty level of words used is held constant in both the series.
[Link] time to respond to each stimulus is limited to 3 seconds
Materials 1.
Two lists of paired-associate, each pair written on a card. The stimulus word for each pair is
also written on the back of the corresponding card.
a. List A-10 pairs of words with no specific meaningful relationship
b. List B-10 pairs of words with logical or meaningful connections between stimuli and
responses
[Link] clock

Procedure
The subject is seated comfortably and rapport is established and the following subject details
are recorded: Name (Initials), Age, Sex and Education. Series 1: Instruct the subject to
observe careful, the exposed stimulus response pairs. Clarified to him/her that in each pair
the first word is the stimulus and the second word is the response (an example maybe
given using a pair other than the ones in the two lists). Inform the subject that recall will be
tested for the response words paired with each stimulus. With these instructions, present the
first pair, from List A for two seconds then the second and so on till all the 10 pairs in List A
are exposed. Expose the stimulus words printed on the back of the cards one by one at
random and obtain responses. Note down the responses given by the subject. Allow three
seconds for the subject to response to each stimulus word. Give a five-minute rest period to
avoid interference before starting the second series. Series 2: Follow the same procedure as in
the first series using List B.
Instructions to subject
1.“With the signal ‘ready’ I will expose a series of cards with pairs of words, in which thefirst
word is the stimulus and the second word is the response, observe carefully as youhave to
recall the response words later”.
2. “Now I will present only the stimulus words, you write down the corresponding response
words”.
Analysis
[Link] the number of response words correctly recalled in each list.
[Link] out the difference in the number of words correctly recalled in each series.
Table 1.
Showing the number of response words correctly recalled in each list by the subject.
No of response words correctly recalled

NAME LIST A LIST B Difference (A-B)

Discussions