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Updated: Jun 4, 2026

A Two-interval Forced-choice Task for Multisensory Comparisons

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Published on: November 9, 2018

Contingent associations and the double-function, verbal-discrimination task.

B J Underwood¹, C S Reichardt

¹Department of Psychology, Northwestern University, 60201, Evanston, Illinois.

Memory & Cognition

|February 3, 2011

Summary

This summary is machine-generated.

This study investigated contingent associations in verbal discrimination learning. Results indicate that contingent associations do not aid in learning double-function lists, even when explicitly taught or highlighted.

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Area of Science:

Cognitive Psychology
Learning and Memory

Background:

Verbal discrimination learning involves associating word pairs.
Double-function lists present unique learning challenges.
Contingent associations may offer a learning strategy.

Purpose of the Study:

To investigate the role of contingent associations in learning double-function verbal discrimination lists.
To determine if learning contingent associations aids performance on these lists.

Main Methods:

Three experiments were conducted using 15-pair lists of category instances.
Contingent associations based on category names were designed to mediate performance.
Experiments varied in how contingencies were presented and taught.

Main Results:

The first experiment found no evidence that contingencies aided learning.
The second experiment demonstrated that contingent associations could be learned in isolation and applied.
The third experiment, using category names in feedback, did not facilitate learning.

Conclusions:

The learning of double-function verbal discrimination lists does not appear to involve contingent associations.
Explicitly teaching or highlighting contingencies did not improve performance.
This suggests alternative mechanisms underlie successful performance on these lists.