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Verbal learning: Incremental vs. all-or-none theory

Richardson, John T. E. (1970). Verbal learning: Incremental vs. all-or-none theory. Quarterly Journal of Experimental Psychology, 22(2) pp. 196–204.

DOI (Digital Object Identifier) Link: https://doi.org/10.1080/00335557043000122
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Abstract

The incremental and all-or-none theories of verbal learning are compared by means of a little-used but methodologically superior variation of the “drop-out” paradigm with paired associates. Earlier experiments purporting to be relevant to the controversy are rejected as failing to offer a conclusive distinction between the two theories. The results presented here are taken to support the incremental theory. It is suggested that irregularities in the results of this and other experiments are caused by several intrusive factors, and a “dual-factor” hypothesis which was put forward to account for these irregularities is questioned on logical and methodological grounds.

Item Type: Journal Item
ISSN: 0033-555X
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 49753
Depositing User: John T. E. Richardson
Date Deposited: 29 Jun 2017 13:50
Last Modified: 07 Dec 2018 10:52
URI: http://oro.open.ac.uk/id/eprint/49753
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