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The object of this investigation was to find what relationship exists between length and difficulty of material in serial motor learning and to compare this relationship with findings in the verbal field. Three hundred five (305) subjects, in 18 different groups, learned 13 mazes. Five groups learned the same 5 mazes that 5 other groups learned, but with a fuller set of instructions. Seven different lengths and 3 different types of mazes and 2 sets of instructions varying in degree of thoroughness were used.Experiments in the verbal field conducted by Ebbinghaus, 1 Meumann, 2 Binet and Henri, 3 Henmon, 4 Lyon, 5 and Robinson and Heron 6 indicate that longer lists of nonsense syllables or numbers require more repetitions for memorizing than do shorter ones. But there is some disagreement as to the rate at which repetitions must be added with additions to the length of the material. Most experimenters find that early increases in length are accompanied by more marked increases in repetitions than are later increases in length, and that there is an early increase in number of repetitions per syllable necessary for learning followed by a later decrease. Robinson and Heron, however, who have done the latest piece of work, 1 Garrett, Henry E., Great Experiments in Psychology, Chap. 3, Ebbinghaus's studies in memory and forgetting.1 Quoted by Henmon and by Robinson and Heron. 1 Quoted by Henmon. 4 Henmon, V. A. C, The relation between learning and retention and amount to be learned, /.

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