Symbols were taught by means of a learning set procedure in which each problem was divided into 2 parts. Part 1 provided a context where meanings were picked up by transient stimuli. Part 2 related the transient stimuli to the intended symbols on the basis of these meanings. The intended symbols were nonsense forms that recurred in all problems. The transient stimuli were nonsense forms that changed after each problem. 40 college students served as Ss. They all exhibited learning-to-learn effects, and 33 mastered the symbols. Learning-to-learn effects occurred earlier than symbol mastery. Number of trials in Part 1 was varied systematically without much consequence.
