Representational Value, Meaningfulness, and Pronunciability in Serial Learning
60 Ss were randomly assigned to 1 of 4 verbal learning conditions involving a serial task. The differential effects on learning of stimuli representing referent dimensions (representational value) were contrasted with the more typical dimension of meaningfulness (association value). The relationship of pronunciability to those two dimensions was also evaluated. While data suggest that association value and, to some extent, representational value contribute to the variance, the possibility that pronunciability is basic to both these dimensions could no: be ruled out.