Abstract
Groups of Ss with high and low verbal skills performed on a rote learning task with meaningful and non-meaningful pictures as stimuli. An interaction effect was predicted in which highly verbal Ss differed little on the two tasks and low verbal Ss differed widely. Both main effects and the interaction were statistically significant.
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Ellis, N.R., Porter, W.W. The function of stimulus meaning and ability level in discrimination learning. Psychon Sci 6, 463–464 (1966). https://doi.org/10.3758/BF03328092
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DOI: https://doi.org/10.3758/BF03328092