Ashford D C, Baumeister A A
Am J Ment Defic. 1977 Sep;82(2):187-93.
Retarded persons, at two MA levels, were exposed to a list of paired-associates (PAs) in which the stimulus terms were picture compounds of one animate and one inanimate object. One-half of the subjects in each MA group learned the associations with the stimulus components presented in meaningful interaction, and half learned the associations with the components depicted in noninteraction. Stimulus interaction facilitated list acquisition by the higher MA but not by the lower MA subjects. Transfer tests following PA learning indicated that the interactive stimulus components had been processed as units by the higher MA subjects, suggesting that these individuals may have spontaneously elaborated the interactive-stimulus components.
两个智龄水平的智障者接触了一系列配对联想词（PA），其中刺激项是一个有生命物体和一个无生命物体的图片组合。每个智龄组中有一半的受试者学习了与以有意义互动呈现的刺激成分相关的联想，另一半学习了与以非互动呈现的成分相关的联想。刺激互动促进了较高智龄受试者的列表学习，但未促进较低智龄受试者的学习。配对联想学习后的迁移测试表明，较高智龄受试者已将互动刺激成分作为一个整体进行处理，这表明这些个体可能自发地对互动刺激成分进行了加工。
