SYNTACTIC FACILITATION OF PAIRED-ASSOCIATE LEARNING - DEEP STRUCTURE VARIATIONS

Investigated the role of linguistically important deep-structure differences in the facilitation of paired-associate learning in a 20-item recognition task with 54 2nd grade children. The paired items were embedded in 2 types of sentences which could be described as the same in surface structure, but which differed in their deep-structure representation where the actual grammatical relationships are specified. Relatively greater facilitation was found for sentences where an integral subject-object relationship could be specified between the paired items in some underlying deep-structure form. (15 ref.) (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1969 American Psychological Association.