MEASURES OF VERBAL FLUENCY AND PAIRED ASSOCIATE LEARNING: A PILOT STUDY.
Technical rept. on Learning, Retention, and Recovery of Meaningful Materials,
PENNSYLVANIA STATE UNIV UNIVERSITY PARK DEPT OF PSYCHOLOGY
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The results of the study give some limited support to the notion that fluency under conditions requiring response selection may be related to performance in verbal paired-associate learning. The p-word test scores produced a borderline significance value in relation to CVC pair learning scores, and the extreme groups on the p-word test differed signfiicantly on word pair learning scores. The S-L test showed no relation to learning scores. The similar-words test showed a relation of CVC pair learning scores but not to word pair learning scores. Author