Abstract
Historically statistical tests of significance have not permitted determination of whether the trials effect (learning) differs reliably across learners. A common statistical test, analysis of variance, can ordinarily only be used to assess whether the trials effect varies across experimental treatments. However, the learning situation can be so rearranged that reliable individual differences in learning can be statistically evaluated. The proposed arrangement is such that learning materials, rather than learner, is the randomization unit. An illustration of the use of analysis of variance to evaluate individual differences in learning, when the learning setting is rearranged, is given.
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