Article describes experiment whereby it was established that with verbal-discrimination learning overt pronunciation facilitated a freer recall than covert pronunciation. (Author/MM)

The present experiment was directed at establishing the empirical relations between re-pairing and degree of training, and between re-pairing and information about that re-pairing. (Author)

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)

The purpose of this study was to examine the relationship of comparison levels (standards of achievement), test anxiety, and ongoing self-reported affect to performance on a classroom type complex verbal learning task. (Author)

Tests were made of the effects of conceptual associations among words, a type of associative relationship not previously manipulated, on verbal discrimination learning. (Editor)

Article describes an experiment establishing the influence of meaningfulness of the ease of learning verbal material. (Author/MM)

Subjects' rehearsal strategies in learning a 32-pair mixed list of high- and low-imagery pairs of nouns during the four study trials in an alternating study/test presentation were measured. (Editor)

This experiment was designed to further investigate how noun imagery as a task variable may supplement the operation of an experimental-frequency mechanism (Ekstrand, Wallace, and Underwood, 1966) in verbal-discrimination learning. (Author)

One of the concerns of the present study was to determine the effects of Right and Wrong items under conditions that do not reduce the opportunity to rehearse the Right items in practice. (Author/RK)

The present experiments were an attempt to clarify the mixed results on the interitem manipulation of implicit associative responses in verbal discrimination. (Author)

The primary objective of the research reported in this paper was to examine the relationship between early formal school experiences and the development of certain learning and memory processes. (Author)

Conclusions from five experiments were: that the frequency of implicit associational responses has minimal effect on verbal-discrimination and two-category classification learning; and that the intrapair associations which do develop in verbal-discrimination learning are not critically involved in the making of those discriminations. (Authors/CB)

Article describes an experiment showing through paired associate testing how different groups can have the same total learning time. (Author/MM)

The results of the present study indicated that learning under feedback type A (presentation of correct response) occurred more rapidly than under type B (presentation of the position of the correct response). (Author)