Ten paired-associates were used with CVC syllables as stimuli and single-digits as responses in two experiments. Exp. I consisted of five reinforcement (R) treatments prior to TT. Exposure conditions were 4 sec. for S-R (or S) and 4 sec. blank between exposures. Exp. II consisred of R1TT and R2TT with the blank inrra-trial interval omitted. Exp. I yielded a linear increasing function of N1:C2 switching with increasing R. Exp. II, however, showed no increase in N1:C2 switching although learning and retention were comparable to Exp. I. Caution is advised in prematurely using the data from the RTT paradigm to support a given theory of associative learning.
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