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The literature pertaining to verbal discrimination acquisition, transfer, and retention is reviewed. Integrated into the review of these data are discussions of frequency theory, extensions to the frequency theory, and hypotheses independent of the frequency theory. It is generally concluded that the frequency theory is suitable for the explanation and prediction of data in experiments which require only recognition memory and that other theoretical accounts or extensions are needed to predict and explain verbal discrimination problems which require processes other than simple recognition memory.

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Predictions from the frequency theory of verbal discrimination learning for interitem manipulations of implicit associative responses were examined in four experiments varying methodological factors. In general, the predictions with respect to lists involving associatively related right items were supported only when 5s were explicitly instructed regarding the associative relationships. In lists involving associatively related wrong items, the predicted inferiority relative to the control condition was obtained only in Exp. II. Both experimental and control lists were learned more readily under the study-test method as opposed to anticipation, with an initial study trial, with longer durations of presentation, and, in general, by females. The role assigned by the frequency theory was discussed for interitem, interpair, and intrapair manipulations of implicit associative responses.