Abstract
Thirty-two Ss were given a free learning task involving either high-similarity-low-information quinary numbers or low-similarity-high-information decimal numbers. Reading of the items was either silent or vocalized. The design was a 2 by 2 factorial. Quinary numbers were more difficult to learn. Vocalization resulted in slower learning. There was no interaction. Decimal code was interpreted as superior to the quinary code.
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Slak, S. Information, similarity and vocalization in free learning of numbers. Psychon Sci 14, 283 (1969). https://doi.org/10.3758/BF03329124
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DOI: https://doi.org/10.3758/BF03329124