A presentation of results obtained by simulating various verbal learning experiments with the Elementary Perceiving and Memorizing Program (EPAM), an information processing theory of verbal learning. Predictions were generated for experiments manipulating intra-list similarity (Underwood), inter-list similarity (Bruce), and familiarity and meaningfulness. The stimulus materials were nonsense syllables, learned in paired-associate fashion. The predictions made by the model are generally in good agreement with the experimental data. The fit of the EPAM predictions to the Chenzoff data is particularly significant since it lends support to the hypothesis that the mechanism by which a high degree of meaningfulness of items facilitates learning is the high familiarity of these items.
This report is part of the RAND Corporation research memorandum series. The Research Memorandum was a product of the RAND Corporation from 1948 to 1973 that represented working papers meant to report current results of RAND research to appropriate audiences.
Permission is given to duplicate this electronic document for personal use only, as long as it is unaltered and complete. Copies may not be duplicated for commercial purposes. Unauthorized posting of RAND PDFs to a non-RAND Web site is prohibited. RAND PDFs are protected under copyright law. For information on reprint and linking permissions, please visit the RAND Permissions page.
The RAND Corporation is a nonprofit institution that helps improve policy and decisionmaking through research and analysis. RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.