James J. Jenkins's research while affiliated with University of Minnesota Duluth and other places
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Publications (30)
CONSTRUCTED A PAIRED-ASSOCIATE LIST OF 6 CV-CV PAIRS SO THAT STIMULI AND RESPONSES WERE SYSTEMATICALLY RELATED IN TERMS OF A LINGUISTIC FEATURE OF THE CONSONANTS, I.E., VOICING, AS IN "PA-BA." 4 GROUPS OF 20 STUDENTS EACH LEARNED THE LIST. INSTRUCTIONS VARIED IN THE WAY THEY DIRECTED ATTENTION TO THE SYSTEMATIC RELATIONS OF THE PAIRS. 20 CONTROLS L...
This study was designed to determine whether the motor response made during the learning stage of the semantic-generalization experiment affects the amount of generalization obtained in the test stage, and to investigate the effect of word-presentation rate on the extent of generalization in such an experiment. Two response conditions during learni...
An associative-mediation hypothesis predicts that associations between stimuli sharing a common response will facilitate learning, while the same associations between stimuli or responses paired with different responses or stimuli will interfere with learning. An experiment was conducted to test each of these predictions. In Exp. I, four pairs of s...
3 experiments were performed in which the number of stimuli that converged upon a common response in a paired-associate transfer design was varied. 36 Ss served in each experiment. The number of stimuli systematically varied between the 3 studies (20, 10, and 6) while each study utilized 2 responses. Facilitation, interference, and control conditio...
9 word nonsense-syllable pairs were well learned by 20 college students. For each original stimulus, there were 3 test stimuli representing 3 degrees of free-association response strength to that stimulus. Test stimuli and control words were interspersed among the original pairs after learning had been achieved. Ss guessed a response to "new" stimu...
A method for evaluating response transfer by the use of interspersed test items was proposed. The technique was applied in three different experimental settings in a replication of Ryan's (1960) study of response transfer which used more traditional techniques. The situation which made use of a teaching machine with unpaced learning and unpaced tes...
Three sets of word association norms collected from children in grades four and five were examined to determine the changes in word association responses of children over the time period from 1916 to 1961 and to determine the effects of oral and written presentation of the stimuli. The responses of 1000 children obtained by Woodrow and Lowell using...
2 tests of sentence comprehension and 2 tests requiring detection of word errors in sentences were administered to normal and aphasic patients. Each sentence could be responded to with "yes" or "no" or "right" or "wrong." Sentence content involved simple facts known to most adults. Little evidence of acquiescence response set was found for normals,...
Previous study of adult word-association norms collected in 1910, 1925, 1927, 1933, and 1952 has shown that systematic changes have taken place. 2 new norm groups (1942 and 1960) are here added to the previously available material. Major findings of the earlier study are supported: responses change systematically as a function of the time between n...
A paired-associate learning experiment was performed to investigate the effects of associative mediation in second-list learning as compared to the effects of warm-up and other general transfer phenomena. The study also manipulated the kinds of interference present in second-list learning to discover the relative magnitude of mediated interference....
Generalization of a motor response among the kernel, passive, negative, and passivenegative forms of a number of sentences was investigated. The generalization among such constructions, relative to generalization among unrelated sentences, was found to be highly significant. A distance metric was used to compare the generalization decrements obtain...
Two experiments were designed to demonstrate the influence of free association strength on the recall of fourth grade Ss. The list for Exp. I included 15 highly associated word-pairs, randomly presented along with 6 filler words. Sixty Ss recalled significantly more associative clusters than randomly selected clusters. Clustering was apparent in bo...
This study was designed to replicate and extend the findings and model reported by Jarret and Scheibe to account for the learning of paired-associates in which the associative strength between the stimulus and response or the associative strength of some mediating word between the stimulus and response is known. Three groups of fifth-grade children...
Two experiments were designed to assess the influence of free-associative strength on the paired-associate learning of children. In each, three groups of fourth-grade children learned lists of ten verbal paired-associates which varied in average associative strength between the stimulus words and the responses. Group I learned a list composed of st...
The Wide Range Achievement Spelling Test was administered to 64 aphasic subjects. Total errors on each of the 100 test words and errors made by subjects in each quartile were analyzed in relation to the logarithm of word frequency, and word length determined by number of letters. Both word length and word frequency were found to be significant vari...
Two experiments were conducted to determine the effects of response meaningfulness on paired-associate learning of children and adults. Four lists were constructed using adjectives as stimuli, and CVC trigrams of 20, 50, or 80% association value or singledigit numbers as responses.
Although the college students learned the lists more rapidly than t...
The writers earlier proposed that language deficit in aphasia could be viewed as a general dimension, and showed that homogeneous scales could be developed with tests selected from and aphasia battery. These scales were re-examined on a population of 157 aphasic patients and again found to meet the usual requirements for homogeneity. The 18 tests u...
Word association norms are presented for 2 lists of 200 words including 100 words of the Kent-Rosanoff list. Ss were 250 boys and 250 girls in each of the Grades 4-8, 10, and 12 in the Minneapolis public schools and 500 male and 500 female students in introductory psychology classes at the University of Minnesota. (PsycINFO Database Record (c) 2012...
It has been suggested that Ss may use only a portion of the nominal stimulus as a cue in paired-associate learning. Non-overlapping consonant trigram stimuli were used in such learning with numerals as responses. When the pairs had been learned, individual letters were presented and Ss were required to respond with the appropriate number. Results s...
Frequency of superordinate responses of 250 males and 250 females in grades 4–8, 10 and 12, and 500 males and females in college on the Kent-Rosanoff word-association test were tabulated. Results indicated that the frequency of superordinate responses increased from grade 4 to 6 and then steadily decreased to the college level. Males tended to give...
In the nineteenth century, the mosaic theory of cortical function led to assumptions of sensory, motor, and conduction aphasias, and other pure disorders (agraphia, alexia, anomia, acalculia, and various agnosias and apraxias) considered to result from discrete lesions of circumscribed areas of the brain. This doctrine scarcely survived World War I...
An attempt to "substantiate the hypothesis that there is a single dimension of language deficit which may be identified in all aphasic patients, and which is relatively independent of gross motor or perceptual deficits which may or may not be present also." To test this, batteries were developed which yielded high coefficients of reproducibility. C...
Citations
... Several investigators have found evidence for cue selection in paired associate learning with compound stimuli. For instance, Jenkins (1963) and Postman & Greenbloom (1967) examined response recall when only one letter from the stimulus trigram was presented and found significant amounts of recall, particularly for the ftrst element. Underwood, Ham, & Eclcstrand (1962) used trigrams and color and found selection of color to be dominant. ...
... A key assumption in using word associations to investigate meaning is that the probability of producing a certain response to a cue is a measure of the associative strength between cue and response in the mental lexicon (Cramer, 1968;De Deyne, Navarro, & Storms, 2013;Deese, 1966;Nelson, McEvoy, & Schreiber, 2004). This idea is supported by research on facilitation of word processing in associative priming (Hutchison, 2003), response times in lexical decision tasks (De Deyne et al., 2013), word recognition reaction times (De Deyne et al., 2013;Gallagher & Palermo, 1967;Nelson, McKinney, Gee, & Janczura, 1998), fluency task generation frequencies (Griffiths, Steyvers, & Tenenbaum, 2007), clustering in recall (Wicklund, Palermo, & Jenkins, 1965), and predicting cued recall (Nelson et al., 1998). ...
... The existence of these norms obviates the necessity of using other types of norms that are correlated with frequency (e.g., meaningfulness) and which have been standardized exclusively with adult subjects. Palermo, Flamer, and Jenkins (1964) have compared the learning of fifth-grade children and adults on PA lists varying in response meaningfulness (m) and have found that response m constitutes a potent source of variance for both. The difference in rate of learning highand low-m lists was slightly less for children than for adults, in accord with the above prediction. ...
... The correlation between UR and Neuroticism is hardly high enough to carry conviction, but may indicate why attempts to relate WA commonality to the Taylor MA scale have so often failed (Buchwald, 19S9;Goldstein, 1961;Kanfer, 1960;Sarason, 19S9, 1961). Proneness to URs, an inverse measure of commonality (Jenkins & Palermo, 1964), is related positively to both Extraversion and Neuroticism in the present data. But the MA scale is related positively to Neuroticism and negatively to Extraversion (Eysenck,196S). ...
... In another early study, Palermo and Jenkins (1963) identified changes in the word associations of fourth-and fifth-grade children over the time span of 1916 to 1961. They found, using identical word lists, that paradigmatic responding increased for both nouns and adjectives from the older to the newer norms by 10% or more. ...
... However, Maltzman and Belloni (1964) have demonstrated that the occurrence of the appropriate response during the conditioning phase of the experiment is not necessary for the development of semantic generalization when the Mink (1963) instrumental response technique is employed. Deno and Jenkins (1967) have replicated these results. ...
... This type of predicate might be interrelated with transfer verbs as having similar notions of movement. Transfer predicate is one of the subjects in semantics (Clifton Jr et al., 1965). According to Kreidler (2002), verbs and other predicates determine the meaning of the sentence expresses and what roles assigned by the arguments. ...
... A potent flow of scientific ideas that concentrated on the nature of linguistic associations was formed in the XXth century, including the prominent works of J. J. Jenkins et al. (Jenkins & Palermo, 1964), J. Deese (1965), P. Cramer (1968), A. M. B. De Groot (1988). As a result, a variety of associative dictionaries was compiled on the basis of one or several languages; including definite groups of informants, joined by location, age, gender, profession; with stimuli represented by different lexical or syntactical units (Загородня, 2021, Мартінек, 2021). ...
... However, one of the most important post-Ebbinghaus findings is that new learning is probably never independent of prior learning. Participants add meaning to the so-called nonsense syllable (Kausler, 1974;Pavio, 1971), serial strings are easier to recall the more closely they approximate the participants language (Miller & Selfridge, 1950), and pre-exiting associations contribute to paired-associate learning (Humphreys Murray, & Koh, 2014Wicklund, Palermo & Jenkins, 1964), and to associative recognition (Dosher & Rosedale, 1991;Naveh-Benjamin, Guez, & Marom, 2003). Same race faces are also better recognized than different race faces (Tanaka, Kiefer, & Bukach, 2004). ...
... Underwood, Ekstrand, and Keppel (1965) showed that the use of stimulus words from a single semantic category was interfering, compared with stimulus words from different categories. Gough, Odom, and Jenkins (1967) demonstrated the same phenomenon using slightly different methods. Both Underwood et al. and Gough et al. concluded that intralist semantic similarity specifically affected the associative processing stage of learning. ...
