The data from verbal learning studies have been partially instrumental in the development of the theory of extraversion-introversion (E-I) relative to levels of cortical arousal. In most of the studies relating E-I to verbal learning, the approach was to determine if there was an overall superiority for one of the personality groups. Differences in performance, even when obtained, do not prove that there are differences in learning rates. A stage analysis of paired-associate learning is one step in the direction of trying to localize the effects of E-I. Many researchers interested in the relationship of personality variables to verbal learning tasks are in essential agreement concerning the research strategy to be pursued. The shift is away from tasks such as paired-associate and serial learning toward the free recall tasks and recognition tasks. These tasks provide tools to answer much more specific questions. The specific questions being asked include the relationship of anxiety, extraversion, neuroticism, and ego-involvement to clustering, filtering, categorizing, pigeon-holing, detection sensitivity, and decision criteria. Relationships of this type wil likely prove to be more valuable to our understanding of these personality dimensions. (Author/WR)