Individual Differences in Verbal Learning

Abstract

This study constituted pilot work in the prediction of individual differences on a group-administered paired-associate learning task. A battery of tests was administered to 101 Ss who had practiced for 7 min. on the group task. Scores on the Mechanics of Expression Test of the Cooperative English Test correlated significantly with the criterion ( r = .26, p < .01), as did the sex of Ss ( r = .30, p < .01) (females scored higher than males) and the age of Ss ( r = –.22, p < .05). Suggestions were presented for a more extensive investigation.