Abstract
Three experiments are reported, all directed to the question of whether vocalization at presentation affects primary memory (PM) rather than secondary memory (SM). In Expt. I vocalization was found to affect the PM component of free recall but not the SM component. Imagery value on the other hand affected SM but not PM. In Expt. II vocalization was found to hinder the retention of stories in comparison with silent reading. The effects of structural importance were about equal for the two conditions. In Expt. III paired‐associate learning was found to be uninfluenced by vocalization; furthermore, vocalization did not interact with meaningfulness or presentation rate in determining learning. It is concluded that the effects of vocalization are confined mainly to primary memory.
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