Abstract
The effects of initial level of meaningfulness of CS on acquisition of new meaning was studied. Three groups of 10 children each were trained to associate words of positive, negative, or neutral evaluative meaning with nonsense syllables. Meaningfulness of the CS (low, middle, or high) was a between-groups variable. Conditioning was effective for the low- and middle-meaningfulness groups, and the degree of conditioning was negatively related to meaningfulness.
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