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THE RELATIVE IMPORTANCE OF ASSOCIATIVE STRATEGY AND MOTIVATION TO LEARN IN PAIRED-ASSOCIATE LEARNING.
- Source :
-
Journal of General Psychology . Jan81, Vol. 104 Issue 1, p59. 8p. - Publication Year :
- 1981
-
Abstract
- SUMMARY The study was designed to evaluate the relative contributions of mnemonic strategy and motivation to learn as facilitating influences in paired-associate learning. Sixty male and female undergraduates were asked to recall a list of 60 nouns under one of three motivation-to-learn conditions: (a) incidental learning, (b) intentional learning, and (c) intentional learning with incentive to learn. Within each motivation-to-learn condition, half of the Ss were provided an imaginal mnemonic strategy and half were given no mnemonic strategy. Mnemonic instructions had a markedly facilitative effect on performance, but there was no main effect for motivation to learn. However, there was a significant Mnemonic Instructions x Motivation to Learn interaction, which indicated that the motivation manipulations influenced recall only in the absence of mnemonic instructions. Motivational and strategic effects on learning were discussed in terms of a levels-of-processing framework. [ABSTRACT FROM AUTHOR]
- Subjects :
- *PAIRED associate learning
*RECOLLECTION (Psychology)
*ACADEMIC motivation
Subjects
Details
- Language :
- English
- ISSN :
- 00221309
- Volume :
- 104
- Issue :
- 1
- Database :
- Academic Search Index
- Journal :
- Journal of General Psychology
- Publication Type :
- Academic Journal
- Accession number :
- 5017105
- Full Text :
- https://doi.org/10.1080/00221309.1981.9921019