The effect of frequency and number of pairs in a verbal discrimination task

Abstract

The assumption, derived from the frequency theory of verbal discrimination learning, that list length does not affect verbal discrimination learning proficiency was tested. Results indicated that (a) the number of correct items to be learned does affect learning proficiency significantly when the differential frequency cue is held constant; (b) previous findings reported by Ekstrand, Wallace, and Underwood (1966), that a 20-pair list involving 10 right items repeated twice is superior to a 20-pair control group with no repeated items. may have been due, at least in part, to the fewer number of items to be learned and not solely to the larger differential frequency cue.