The distinction between the basic process of learning and the manifestations of this basic process is often explicitly or implicitly drawn. Thus, Hull (3) distinguishes between habit strength on the one hand and amplitude, latency, probability of occurrence, and resistance to extinction on the other. Stevens (6) distinguishes between measures of psychological processes and indicants of these processes. Empirical confirmation of the cogency of this distinction is to be found in the low correlations among various measures of (presumably) the same learning process (2, p. 138) and in those instances in which differential levels of learning have been detected by some measures and not by others (5, ch. 8). However, realization of this distinction has not generated much systematic research oriented either toward the identification of differences among the most commonly used performance measures, or toward the development of new techniques
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