The study is based on the assumption that certain noncognitive factors influence the learning process, and attempts to tentatively isolate what such variables might be. Subjects were 93 students enrolled in a General Psychology course. Each completed the Myers-Briggs Type Indicator, and was then assigned randomly to one of 4 treatment groups: (1) that in which members performed a verbal discrimination learning task with a positive set (i.e., "Your Myers-Briggs score indicates you will do very well"); (2) that in which members performed the same task, but with a negative set ("...you will not do well"); (3) that in which members performed a paired-associate learning task with a positive set; and (4) that in which members performed the same task with a negative set. No significant differences are reported. The data clearly do not support the hypothesis that these non-cognitive factors measured in this fashion affect this type of learning. (TL)