Independent groups of Ss received various amounts of repetition (2, 4, 8, and 16 presentations) of a message played back on a tape recorder. Half of the Ss had an intentional listening set with respect to recall of information given in the message, and the other half of the Ss had an incidental learning set. Recall scores indexed by 8 difficult and 8 easy items of an objective questionnaire were subjected to analyses of variance which showed that repetition does not automatically improve recall, but that the latter is a function of the difficulty of the information given and the learning attitude of the listeners.
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