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Response Latency as a Correlate of Individual Differences in Retention.

An examination of the relationship between response latency during paired-associate learning and the subsequent retention in a computer assisted instruction (CAI) program was conducted in this experiment. Forty-five college students were presented nonsense syllables that had to be associated with key symbols on a response panel. The experiment found that good retention'students demonstrated substantially longer latencies during acquisition than poor retention students. The investigators attributed this finding to the efficient employment of organizational strategies on the part of the good retention students. The investigators concluded that these data would indicate that the practical utility of response latency may be limited to situations in which a number of responses can be averaged to measure a characteristic of the learner rather than a characteristic of his momentary learning state. (MC)