Relationship between whole and part methods of learning and degree of meaningfulness of serial lists.

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Abstract
Compared the serial learning of low-, high-, and organized meaningful lists of 12 words by the repetitive part and the whole methods of practice. When learning was measured in terms of number of presentations to criterion, the rate of acquisition varied inversely with degree of meaningfulness. Learning with the repetitive part method was significantly faster (p < .01) than with the whole method. The Methods * Lists interaction was not significant (p > .05). In terms of degree of learning (number of correct anticipations to criterion), no significant difference between methods was obtained. The results were considered as further support for L. Postman and J. Goggin's (see 40:7) modified invariance hypothesis. (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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