Abstract
Five subjects each learned 132 word lists of varying lengths, where half of the lists were segmented into rows by the experimenter and half were left unsegmented for the subject to handle as he might elect. Segmented and unsegmented lists yielded similar length-difficulty relations, indicating that the source of list segmentation is not a determinant of learning difficulty.
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Martin, E., Fleming, F. G., Hennrikus, D. J., & Erickson, E. A. Studies of the length-difficulty relation in serial memorization. Journal of Verbal Learning and Verbal Behavior, 1977, 16, 535–548.
Martin, E., & Noreen, D. L. Serial learning: Identification of subjective subsequences. Cognitive Psychology, 1974, 6, 421–435.
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This research was supported by Grant BNS 75-15770 from the National Science Foundation. The technical assistance of Deborah J. Hennrikus is gratefully acknowledged.
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Martin, E. Learner vs. experimenter determination of subsequences in serial memorization. Bull. Psychon. Soc. 12, 55–56 (1978). https://doi.org/10.3758/BF03329623
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DOI: https://doi.org/10.3758/BF03329623