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general free-association activity in connection with repetition, in the literature of sleep-research, nor is there too much discussion of whole and part learning, broken and serial presentation, or grouping of material. Sleep-study advocates report no age limitations in learning capacity in older people, and seem to disagree that there are individual limits to learning potential. But they all agree that incentive is important, and the entire system of sleep-learning precludes the possibility of wandering or divided attention. They recognize the interference of emotional problems and recommend sleep-therapy as a means of overcoming these. They seem not to be directly concerned with home influence and social training, although these are probably recognized as part of the emotional attitude. Distortion of interpretation is hardly likely during the first learning, since the subject is asleep, and the possibility of distortion occurring is subsequently not mentioned. Accuracy of first learning seems to be assured, if the tape has been prepared correctly and accurately. The question of whether the material is pleasant or unpleasant or indifferent and the effect on memory is not dealt with. Reports indicate that rote-learning of just about anything is possible, but incentive and motivation and interest are recommended, so this can conceivably be related to the pleasure-displeasure theories. Efficient techniques, selectivity and organization of material, finding underlying principles or patterns—all these are recommended by sleep-learning advocates as part of the learning process. Consistent with psychologists' findings is that audi- |
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