Predicting Paired-Associate Learning Speed
The essence of experimental design is to control those sources of extraneous variation that are easy to control and to randomize over the rest. In studies of paired-associate learning one variable which is potentially important but which is seldom controlled, is rote learning ability. This is a report of a preliminary invesrigation of predicting paired-associate learning speed using a simple, standardized paper and pencil test which may be group administered and either hand or machine scored. The test, Part V of the Modern Language Aptitude Test (MLAT) (Carroll & Sapon, 1958), consists of 24 pairs of English-PseudoKurdish words to be studied by Ss for 4 min. The study period is followed by a 4-min. multiple choice test in which Ss are to select the appropriate English word to go with rhe Kurdish stem. Including directions, rota1 resting time is less than 10 min. The above test was given to two groups of Ss; one group ( N = 38) was then required to learn partially a paired-associate list made up of eight pairs of low-frequency words raken from rhe Horton and Kjeldergaard srudy (1960).' The words were projected onto a screen using a film strip projector wich 3-sec., 2-sec., and 1-sec. intervals for the stimulus word, sti~nulus and response words, and interpair interval, respectively. The dependent variable was the mean number of correct anticipzrions on Trials 3 through 12. The producr-moment correlation between correct anticipations and scores on Part V of the MLAT was .60 ( p < .01). The second group ( N = 120) was required to learn similar materials presented via a memory drum in individual experimental sessions. The exposure times were sti~nulus word alone, 1-sec., stimulus and response word together and interpair interval, 2-sec. each. The response measure was the number of trials to the criterion of three successive errorless trials. The product-moment correlation between this measure and MLAT scores was .41 ( 9 < .01). The distribution of MLAT scores for Group 2 was markedly skewed wich 25% of the Ss obtaining perfect scores. The notion that a restricted range of scores on this