Learning, recall, and relearning of verbal, affective stimuli

Abstract

This study, consisting of three experiments, the last in a series of five, was concerned with further investigation of the single effect of verbal, affective stimuli upon learning efficiency. The three experiments specifically dealt with a), recall and relearning of group-rated words; b), learning of individually rated affective stimuli; and c), recall and relearning of individually rated words. The hypothesis for the entire series was that highly affective verbal stimuli both positive and negative, would be relearned and recalled with greater efficiency than would neutrals. For all experiments, three lists of nine words each, counterbalanced by sequence (order of presentation) comprised the learning task for the 36 Ss per experiment. Experiment I was unique in that Ss were asked to recall (under both Structured and Free Recall condition) and relearn a list of words learned following a one week interval. In Exp. II, Ss learned their own pre-experimentally rated most positive, negative, and neutral words, again counterbalanced. Exp. III used the same procedure as Exp. I, the difference being Ss were recalling and relearning their own individualized word lists. Results of all three experiments revealed that: a), positive words were recalled and relearned at a higher rate than negative or neutral words; b), the Serial Position effect was consistent in learning, but was disturbed when affective words perturbated structured and free recall condition; c), females recalled more words than did males; d), females learned positive and neutral words better than males, but were consistently poor on negative words in respect to learning, recall, and relearning, e), the first list presented, regardless of type, was most difficult to learn, with the last list learned most efficiently. An immediate implication is the inclusion of a rehearsal list as a technique to assess the warm-up effect. Other implications include a), examination of affective characteristics related to learning in lower grades and ages along with curricular content investigation; b), effects of Serial Positions placement in affective stimuli; and c), use of similar techniques as an aid in psychotherapy.