ABSTRACT
The methods of verbal learning—serial recall, paired-associates learning, and free recall—are the prototypes for studying human learning in humans. Each is influenced by parametric variables, such as spacing of repetitions and the number of repetitions; and by cognitive variables such as rehearsal, interitem associations, and organization. The learning versus performance distinction is relevant to the distinction between available memories which are present in storage, and accessible memories which can be recalled. Recognition testing, remember/know judgments, and relearning reveal more and different information than simple recall testing. These and other methods, such as cued recall and implicit memory, may tap learning that cannot be recalled. Statistical learning focuses on learning the regularities of propositional learning, and is illustrated by consideration of language learning by infants. The traditional methods of learning psychology are valid for the assessment of memory impairment, rivaling brain scanning techniques. Mnemonic techniques illustrate several learning principles.
