REPETITION AND VERBAL LEARNING

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Abstract

An analysis is developed of the possible consequences of presenting for learning an item amongst others in a list, and a hypothesis is generated about the factors determining which of these outcomes will occur. A technique for measuring the effect of repetition is described and discussed. Two experiments are reported which test predictions about the manner in which task difficulty mediates the effect of repeated presentation. The results appear to confirm the predictions. Some implications of these experiments are considered.

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