"Four groups of 16 college students each learned problems involving patterns of five letters, in which only one of two key letters was relevant. For two of the groups the other letter was irrelevant; for the other two groups the other was fixed in appearance, reducing irrelevant cues. A fifth group of 16 Ss learned a problem with both letters relevant and redundant." The results were interpreted as supporting the assumption that the rate of learning depends on the proportion of relevant cues approximately as specified in Restle's theory. (PsycINFO Database Record (c) 2006 APA, all rights reserved)