Abstract
Berlyne’s (1960) hypothesis that complex stimuli increase arousal and focus attention was tested with verbally complex stimuli. Second grade students (N = 20) were presented with a list of paired associates with compound word/nonsense syllable stimuli and number responses. Half of the subjects were trained to a criterion of one correct anticipation of the list, and half were given eight overtraining trials. A transfer test was given in which the stimuli were split into the noun and nonsense components, and subjects were asked to recall the number paired with the compound of which the component was a member. The results of the transfer test were (1) subjects performed better on nonsense syllables than on words, and (2) overtraining did not improve performance. The preference for nonsense syllables supports Berlyne’s position.
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This research was presented at the Midwestern Psychological Association Convention, Chicago, Illinois, 1976. The work was accomplished while both authors were at the University of Illinois, Champaign. The opinions expressed are those of the authors and do not necessarily reflect those of the Navy Department. This paper is sponsored by William E. Montague, who takes full editorial responsibility for its contents.
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Ellis, J.A., Thieman, T.J. Stimulus selection in children. Bull. Psychon. Soc. 8, 127–128 (1976). https://doi.org/10.3758/BF03335102
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DOI: https://doi.org/10.3758/BF03335102