Ss who were given a taped, auditory, paired-associate learning task learned equally well when the material was delivered by their own voice as when it was delivered by another person's voice. Superiority of initial learning by air conduction over bone conduction later became insignificant. There was a nonsignificant suggestion that field-dependent scorers learned more from a different voice from trial to trial, while normal to field-independent scorers consistently responded to one voice.
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