Stimulus-naming effects at different stages of motor paired-associate learning.
In a combined verbal and motor paired-associate task, nonsense names and button-pushing responses were learned for three random shapes, with verbal training beginning after 3, 12, or 24 motor learning trials. Earlier studies indicated that concurrent verbal and motor learning produce a strong tendency for the naming and button-pushing responses to be learned in "consistent" pairs. According to the theoretical analysis presented, the verbal-motor consistency is explained by the development of name-button associations. It was predicted that these associations affect both motor errors and correct responses, that their effects are greater for correct responses, and that attenuation of the effects due to delay in verbal training is gr, eater for motor errors. The results are in good agreement with the predictions, and they suggest that name-button associations develop rapidly even under delayed verbal training.
Institute of Child Behavior and Development, University of Iowa, 52240, Iowa City, Iowa.
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Cantor