An association model for response and training variables in paired-associate learning.
Gordon H. Bower · Psychological Review · 1962
This paper reports an attempt to apply a simple association learning model to the analysis of the influence of response and training variables on paired-associate learning. The issues under investigation are old ones but have not been resolved satisfactorily in the past. With the aid of the elementary learning model, the problems are posed clearly and, the data willing, adequately resolved by the use of a few simple and intuitively compelling assumptions about learning. The first problem that led to this investigation concerns the relationship betvven the number of response alternatives (N) and error rate in pairedassociate learning. Experimental results (Noble, 1955; Riley, 1952) are in agreement in showing that the number of errors subjects make before reaching some criterion of learning is greater the larger the number of response alternatives. There is little agreement, however, as to the interpretation of this fact. Two possible factors could be involved. First, the effectiveness of a reinforced trial in increasing performance (i.e., the learning rate constant) may be influenced by N; and second, N may influence the probability of being correct by sheer guessing on items that are yet unlearned. It is a reasonably safe assumption that N has the second effect on chance guessing. Previous data are unclear on whether N also influences the first factor, the