The extent to which awareness of the conditioning contingency influenced the classical conditioning of word meaning to nonsense syllables was examined. Using the technique developed by Staats and Staats, nonsense syllables (CS) were paired with words (UCS) of high- and low-evaluative meaning. After the conditioning trials, Ss rated the syllables on a 7-point semantic differential scale whose end points were labeled Pleasant and Unpleasant. 2 experimental groups of 97 Ss and a control group of 34 Ss were tested. Ss were classified as aware or unaware by 3 independent judges who evaluated Ss' written comments about the experiment. Contrary to the results of Staats and Staats, analysis of the data provided no evidence for "learning without awareness." (PsycINFO Database Record (c) 2006 APA, all rights reserved)