20 Ss each learned 4 letter-phoneme, paired associates. The groups represented very high and very low phoneme frequency. The Ss were 5-yr.-olds selected on the basis of a pretest which eliminated Ss with learned responses to the stimulus letters. When learning the low-frequency letter-phoneme associates, Ss required a greater number of trials before (a) phoneme occurrence, (b) phoneme availability, (c) letter-phoneme pairing, and (d) attainment of a criterion of 4 successive errorless pairings. The relevance of these results to Underwood and Schulz's (1960) spew hypothesis and 2-stage theory of learning was discussed.
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