中華心理學刊 民 61，14卷，44-51
Chinese Journal of Psychology 1972, Vol.14, 44-51
SHU-JEN HUANG (University of Colorado),and WILLIAM F. BATTIG (University of Colorado)
This experiment was designed to determine and compare the role played by numerical cues in serial learning under conditions where such cues are and are not provided along with the serial list. 216 Ss constituted 36 groups representing all possible combinations of nine numerical-cue conditions with read-aloud or silent conditions, and serial anticipation or recall procedures. The nine numerical-cue conditions represented all possible combinations of none (O), position (P), or different (D) numerical cues presented during item presentation and/or test phases of each trial. Serial performance was facilitated by P numbers alone, and D numbers during both phases (permitting paired-associate learning). It was concluded that numerical cues can play an important role in serial learning, but only if explicitly presented, mainly during the test phase of the recall procedure when S is not forced to use these cues.