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Abstract
This study investigated the relative effectiveness of learning and degree of retention of two classes of graphic words: nouns and non-nouns. The subjects were a random sample of kindergarten children (forty boys and forty girls). Four graphic stimuli were randomly selected and assigned to each child from either Moe’s (19) list of 100 high-frequency nouns, or from his list of 100 high- frequency non-noun words. The nouns were learned and retained more efficiently than the non-noun words (p> .001). A post hoc comparison revealed that fewer children failed to learn the nouns than the non-noun words (P> 05).