This study constituted pilot work in the prediction of individual differences on a group-administered paired-associate learning task. A battery of tests was administered to 101 Ss who had practiced for 7 min. on the group task. Scores on the Mechanics of Expression Test of the Cooperative English Test correlated significantly with the criterion (r = .26, p < .01), as did the sex of Ss (r = .30, p < .01) (females scored higher than males) and the age of Ss (r = –.22, p < .05). Suggestions were presented for a more extensive investigation.
Get full access to this article
View all access options for this article.
References
1.
American Council on Education Psychological Examination for College Freshmen. Princeton, N. J.: Educational Testing Service, Cooperative Test Division, 1952.
2.
CieutatV. J.Group paired-associate learning: Recognition vs. recall as a criterion of learning. Percept. mot. Skills, 1960, 11, 305–308.
CoferC. N. (Ed.) Verbal learning and verbal behavior. New York: McGraw-Hill, 1961.
6.
Cooperative Algebra Test, Form T.Princeton, N. J.: Educational Testing Service, Cooperative Test Division, 1943.
7.
Cooperative English Test, Higher Level, Form Z.Princeton, N. J.: Educational Testing Service, Cooperative Test Division, 1953.
8.
HullC. L.The place of innate individual and species differences in a natural-science theory of behavior. Psychol. Rev., 1945, 52, 55–60.
9.
NobleC. E.Verbal learning and individual differences. In CoferC. N. (Ed.), Verbal learning and verbal behavior. New York: McGraw-Hill, 1962. Pp. 132–146.
