Nine stages in the validation of a learning hierarchy are described. The stages are an amendment to previous methods of validation. Gagne's postulate that generalized intellectual skills are learned hierarchially while specific individual facts, termed verbalized knowledge, are not supported. (Author/RC)

Through experimentation with verbal discrimination learning paradigms, the author finds that learning is increased with verbal rehearsal as compared to silent rehearsal. Author suggests that unique effects are associated with pronouncing items out loud. (Author/MS)

Experiments are described in which students listened to messages describing the placements of numbers in imaginable matrices. Recall was tested by having students write in the correct cells of a blank matrix. Results appear consistent with a modified level of processing approach. (Author/RM)

Discusses the process and role of chunking of items, with further organization of the chunks, in verbal learning. (RM)

The present study attempted to elicit covert verbalization with a bit more assurance, as compared to Gagne and Smith, and to compare the effects of instructions to covertly verbalize with instructions to talk out loud while solving problems. (Author/MS)

Research adapted from a doctoral dissertation at the University of Southern California. Reprints from: Arthur J. More, Faculty of Education, University of British Columbia, Vancouver 8, Canada.

The subjects in two experiments learned either two successive unrelated verbal-discrimination or paired-associate tasks, with anticipation and feedback durations factorially combined (2 or 4sec). (Editor)