Abstract
Discrimination learning of pictures (line drawings) and words was examined in three experiments. Experiment I showed that pictures were learned more rapidly and with fewer errors than words by college Ss, regardless of whether a verbal or nonverbal (button-press) response was used. Verbal response groups required fewer trials to criterion than nonverbal, but the total number of errors was unaffected by response mode. In Exp. II, pictures were superior to words with groups of fourth-grade Ss and response mode had no effect. The superiority of pictures was again demonstrated in Exp. III using a different presentation paradigm with only verbal responding. The findings are related to previous conflicting data on picture-word effects in discrimination learning.
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