Study Interval, Manipulated Frequency, and Verbal Discrimination Learning

Abstract

Two hypotheses suggested by a frequency theory of verbal discrimination learning were investigated: (a) than an increase in study time would facilitate acquisition of a verbal discrimination list; and (b) that increasing familiarization with stimulus materials prior to training would retard acquisition rate of a verbal discrimination list. Study intervals of 2 and 4 seconds were factorially combined with verbal discrimination pairs of high and low frequency. Free recall learning was employed to produce frequency differentials among discrimination pairs. No evidence was found to support the hypothesis regarding a possible relationship between study time and verbal discrimination acquisition. A significant effect in speed of acquisition due to differential frequency was obtained, indicating faster learning of low frequency pairs.