Effects of practice time within prompting and confirmation presentation procedures on paired associate learning

Previous experiments showing that a prompting procedure results in more PA learning than a confirmation (anticipation) procedure allowed S more time during which the stimulus and response terms were available together under the former procedure than under the latter. The present experiment also found that the prompting procedure results in more learning than the previously-used confirmation procedure. However, there was no difference in amount of learning between the prompting procedure and a modified confirmation procedure that entailed the same intraitem sequence, and the same amount of time during which both the stimulus and response terms were available, as the prompting procedure. A condition in which S was required to anticipate on every item resulted in the least learning.