Abstract
Summary Sixty-six female and 18 male college students were employed in a study of the relative effect of instructional set and item familiarity on performance in a 20-word pair, verbal discrimination task. Results indicated performance was facilitated with a 2:1 frequency ratio of correct to incorrect items (p < .001), but the instructions and interaction effects were nonsignificant. The results were discussed in terms of overt and covert rehearsal of word pairs.
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