LEARNING OF CONTENT AND FUNCTION WORDS IN NONSENSE SYLLABLE FRAMES: A REPETITION AND EXTENSION OF GLANZER'S EXPERIMENT.
PENNSYLVANIA STATE UNIV UNIVERSITY PARK DEPT OF PSYCHOLOGY
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Glanzer has reported that in paired-associate learning response triplets containing function words bounded by two nonsense syllables are learned significantly more readily than similar triplets containing content words. This finding was replicated in Experiment I but in experiments in which exposure intervals were lengthened and in which short words were substituted for long words used by Glanzer the effects of grammatical class on the learning of the triplets were not significant. Pronunciability of the triplets was found to be predictive of their learning. Author