Increased pronouncing behavior as a factor in serial learning.

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Abstract
Purpose: to determine whether the serial learning of non-pronounceable three-consonant "syllables" is facilitated by attaching to them names of unknown persons which serve to increase pronouncing behavior but which add as little as possible to the meaningfulness of the "syllables." Subjects: 90 female students in 6 groups of 15 each. Procedures: All Ss, to acquire familiarity with serial anticipation, first mastered 2 lists of ordinary pronounceable nonsense syllables. Groups A and B, through the method of adjusted paired-associates learning, next attached a pronounceable name to each of 8 consonant combinations later to be learned serially. Meanwhile, Groups C and D become familiar with the 8 consonant combinations by seeing each combination paired randomly with each of several color patches, and naming the colors. Group C was told that the combinations were initials of persons'' names. Groups E and F did not see the consonant combinations prior to learning them serially. In the serial learning of the consonant combinations, Group A responded with previously learned names of persons. The other 5 groups spoke the individual consonants, Groups D and F being instructed to think of the consonants as letters, Groups C and E to regard them as initials. Group B, because of prior learning, was expected to think of them as initials. Results: In terms of number of trials required to master the list of consonant combinations, Group A''s performance was superior to that of all other groups. In terms of number of trials to the first correct anticipation of each consonant combination, the order of proficiency was from Group A to B to C, with the other three groups clustering below C. Thus, increased pronouncing behavior facilitated the learning of the non-pronounceable syllables.
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