An attempt was made to isolate the effect of mediation from that of general transfer, using an experimental technique wherein mediating stimuli were under experimental control and wherein a sensitive comparison of mediated transfer and general transfer was thought to be possible. Statistical analysis suggested neither evidence for the presence of a mediation effect per se nor evidence for a differential effect attributable to the levels of occurrence of the mediating stimuli. It was concluded that other factors such as relatively low meaningfulness of the learning materials might account, in part, for these disconfirming findings.
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