Rock's method of single-trial learning was investigated with elementary and secondary students. With Ss grouped by grade and ability level, each S learned paired associates at three levels of meaningfulness by either the single-trial or repetition method. The predicted two-factor interactions of single-trial learning with age, ability, and meaningfulness failed to materialize. Single-trial learning was not significantly inferior to repetition learning. Age and meaningfulness were significant factors. A significant amount of item selection was detected among single-trial Ss. Questions raised by these results were discussed.
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