Extraversion, neuroticism, and verbal reasoning ability as determinants of paired-associates learning

Predictions based on theories of verbal learning proposed by Spence and Eysenck were compared by using a non-competitive list of paired-associates formed from seven synonym pairs, and a competitive list formed by pairing each of the seven S words with a R word with which it was not synonymous. Each list was presented in a 2x2x2 design to groups of primary school children differing in extraversion, neuroticism, and verbal reasoning ability. Performance on both lists was related to ability level and extraversion, and these relationships did not interact with the stage of learning. It is concluded in support of Eysenck's theory that differences in extraversion are of importance in determining performance on such tasks.