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Abstract

Two experiments investigated relationships between measures of verbal ability and the serial learning of CVC material among college students. In Exp. I (n = 160) the best 3 of 7 tests predicted criterion performance on 8 familiarized CVCs of homogeneous scaled meaningfulness (σ = .07) with a multiple correlation of .56 (p < .01). In Exp. II (n — 60) 3 different tests predicted criterion performance on 10 unfamiliarized CVCs of heterogeneous scaled meaningfulness (σ = 1.51) with a multiple correlation of .80 (p < .01). Both studies revealed significant effects due to practice, ability, and their interaction. These effects were intensified in Exp. II with more valid predictors, massed practice, and a heterogeneous criterion task.

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Serial Verbal Learning as a Joint Function of Amount of Practice and Individual Differences

Abstract

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References