Incidental mediator links, such as spatial or temporal context cues, frequently facilitate S-R learning. Also, a variety of intentional applied mnemonic mediators are known to support S-R learning. Experimental investigations are reported meant to quantitatively assess the separate and combined effects of response location and S-R category name, as representatives of incidental and intentional mediators rcspeclively, on the learning scores of S-R pairs. Combined and in isolation, the two factors enhanced the learning scores. Ceiling effects in the learning scores prevented a decision on the precise nature of the interaction between the two variables.
|Journal||IPO Annual Progress Report|
|Publication status||Published - 1989|