Item recall in verbal-discrimination learning as related to pronunciation and degree of practice

Abstract

Incidental components, wrong (W) item and right (R) item free recall, of a verbal-discrimination (VD) learning task were related to type of item (W vs. R), the presence-absence of overt pronounciation during informative feedback, and degree of practice on the VD task. R recall exceeded W recall, but only in the absence of overt verbalization. Recall of both W and R items increased with degree of practice. Pronounciation was also accompanied by a decrease in proficiency of learning the VD task.