Many-to-one and one-to-many associative learning in a naturalistic task.
Associative learning of a coding scheme for alternative and augmentative communication devices requires the formation of multiple associations to 1 stimulus or 1 response. Alternative study presentations differ on several important factors, including recognition versus recall responses and many-to-one versus one-to-many associative learning. Also, the directionality of the association emphasized at study does not necessarily parallel the use of the association, raising questions concerning retention. Two experiments tested expectations regarding the efficacy of 2 study presentations. The study presentations produced dissociative effects for acquisition versus retention of the coding scheme for normal and intellectually disabled participants. Consideration of the results and the manner in which the coding scheme is used recommends many-to-one training in which vocabulary items are given as stimuli and icons are learned as responses.
McDaniel
M A
MA
Department of Psychology, University of New Mexico, Logan Hall, Room 108, Albuquerque, New Mexico 87131-4121, USA. mcdaniel@unm.edu
Neufeld
K H
KH
Damico-Nettleton
S
S
D000293:Adolescent; D000328:Adult; D002648:Child; D002675:Child, Preschool; D003143:Communication Devices for People with Disabilities; D004495:Education of Persons with Intellectual Disabilities; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000523:psychology* / Q000534:rehabilitation; D008297:Male; D011939:Mental Recall; D010153:Paired-Associate Learning; D012016:Reference Values; D012153:Retention, Psychology