Which concept supports the paired-associate learning results?

The paired-associate learning results are supported by the conceptual peg hypothesis, which posits that concrete nouns create mental images that can serve as "pegs" for associating with other items. According to this hypothesis, when individuals learn pairs of words (for example, a concrete word with an abstract or unfamiliar word), the concrete word serves as a visual anchor. This mental imagery facilitates recall by providing a stronger associative link between the words.

In paired-associate learning, participants are often more successful at recalling the second word in a pair when the first word provides a vivid mental image due to its concrete nature. This technique enhances memory retrieval because the image acts as a memory cue, allowing learners to better organize and recall information.

Other concepts, while relevant to aspects of cognitive psychology, do not specifically address how paired-associate learning operates. Schema theory focuses on how knowledge is organized and recalled, the information processing model describes how information flows through cognitive systems, and cognitive load theory deals with the capacity of working memory and how it affects learning. However, none of these theories directly relate to the mechanisms that enhance recall in the context of paired-associate learning as effectively as the conceptual peg hypothesis does.