Thesis (M.S.)--University of Wisconsin--Madison, 1969. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1974. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 48-50).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 47-51).

Thesis (M.S.)--University of Wisconsin--Madison, 1974. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

The effect of semantic satiation of the mediator on A-C learning was investigated in the A-B, B-C, A-C mediation paradigm. The possibility of evaluating the "pseudomediation" proposal is discussed. Two experiments were conducted, both yielding the same results: mediated pairs were learned more easily than non-mediated pairs, and satiation did not appear to have any effect. The "pseudomediation" hypothesis was not tested, and several explanations are offered for the apparent failure of satiation. / Arts, Faculty of / Psychology, Department of / Graduate

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No description available.

A paired-associate list of three-word stimuli and one-word responses comprised the first list of an A-B, A-Br paradigm. Each of the three words from the first-list three-word stimuli was singly re-paired with first-list responses to make up three of the second-list conditions. The fourth second-list condition used the first-list stimuli plus re-paired first-list responses. Results obtained were that: (a) nine of the sixteen subjects spontaneously shifted encoding cues from first to second lists, (b) evidence of significantly greater negative transfer occurred only in the A-B, A1 2 3-Br condition, and (c) although not attaining significance level, across all A -Br conditions there were more errors on second-list learning for those not shifting encoding cues from first to second list. For those who did shift, performance was only slightly lower than the A-B, C-B control condition. Neither the encoding variability nor the associative variability theory was entirely supported. A gestalt interpretation was suggested.