Effect of Hearing One's Own Voice on Learning Verbal Material

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Abstract
Two experiments were carried out to test the hypothesis that serial anticipation learning might be enhanced when the verbal material to be learned is presented in S's own voice. The results of the first experiment showed differences in the rate of learning associated with sex and with stimulus (own or other's voice). The results of the second experiment indicated a strong practice effect and suggested that the order in which the two lists were presented had contributed to the learning. There was no confirmation of the original hypothesis. The divergencies in the results of the two groups were interpreted as a consequence of the lack of homogeneity and difference in motivation between the two groups.