Presentation rates and verbal discrimination learning

Abstract

The effects of 1-, 2-, 4-, and 8-sec anticipation times and 1-, 2-, 4-, and 8-sec study times on verbal discrimination learning were investigated using 192 college students. In Experiment 1 (96 Ss), the items were more meaningful and there were fewer pairs of items than in Experiment 2. In Experiment 1, anticipation time alone was significant, with better performance resulting from a longer anticipation time. In Experiment 2 (96 Ss), both study time and anticipation time were significant; with longer times, better performance was found. The results were discussed in terms of frequency theory.