Frequency and coding responses in verbal discrimination learning

Douglas L. Medin*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


Ss were given a verbal discrimination task where correct and incorrect stimuli appeared in one, two. or four different pairs in a within-Ss design. For a group tested with the usual anticipation procedure, correct repetitions helped and incorrect repetitions hurt performance. The pattern of results suggested that frequency is a salient cue in verbal discrimination learning but that coding or paired-associate processing may occur at the same time. Data from a second group of Ss for which frequency was a less salient cue gave more direct evidence for coding.

Original languageEnglish (US)
Pages (from-to)11-13
Number of pages3
JournalMemory & Cognition
Issue number1
StatePublished - Jan 1974

ASJC Scopus subject areas

  • Neuropsychology and Physiological Psychology
  • Experimental and Cognitive Psychology
  • Arts and Humanities (miscellaneous)


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