In 2 experiments with college students, the learning and reproduction of simple, artificial linguistic systems was studied. In Exp. I, the nature of the stimuli and responses did not affect learning efficiency, but the arrangement of associations between stimulus characteristics and response parts did affect learning efficiency of a main system and the reproduction of a subsystem after learning. In Exp. II the overlap in stimulus characteristics for adjacent stimuli facilitated learning. S-R explanations of results were adequate to account for the relationships reported and relied upon the concept of learning sets for language structure.
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