The Effects of Meaningfulness and Repeated List Items on Vermal Discrimination Learning of Nouns
Ralston, Margaret Elaine
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40 Kalamazoo College students naive to verbal learning experiments participated in two experiments. Each subject learned a mixed list of sixteen verbal discrimination pairs of nouns to a criterion of two perfect successive trials or until ten trials were completed. In Experiment I m of the correct and incorrect items was varied. The conditions were: lo-hiC, lo-loC, hi-hiC, and hi-loC. The results indicated that lo m of incorrect items was more important than m of the other items. In Experiment II m of the incorrect items and m of repeated items were varied. Performance was faster in the conditions in which the repeated items were incorrect. The conditions with the incorrect item listed first were: lo-hiR, hi-loR, hiR-Io, and loR-hi. The hypothesis that meaningfulness has no effect on VDL was rejected. The hypothesis that meaningfulness has no effect on VDL with repeated list items was also rejected. The results were interpreted in terms of a revision of the frequency theory of verbal discrimination learning.