EFFECTS OF TONAL MEMORY OF TWO KINDS OF FACTORS WERE STUDIED. THE FACTORS WERE (1) THE CHARACTERISTICS OF STIMULI PRESENTED TO THE SUBJECT IN A PITCH IDENTIFICATION TASK, AND (2) THOSE EFFECTING THE RESPONSE THAT THE SUBJECT MAKES IN SUCH A TASK. FIVE HYPOTHESES WERE ADVANCED FOR STUDY. THE UNDERLYING ASSUMPTION WAS THAT THERE ARE IMPORTANT DIFFERENCES BETWEEN THE ACQUISITION OF LONG-TERM PITCH MEMORY AND THE ACQUISITION OF SHORT-TERM PITCH MEMORY. THREE EXPERIMENTS WERE CONDUCTED. THE FIRST EXPERIMENT WAS CONCERNED WITH TONAL MEMORY AND IDENTIFYING RESPONSE, THE SECOND EXPERIMENT WITH ACTIVITY LEVEL AND TONAL MEMORY, AND THE THIRD EXPERIMENT WITH THE EFFECTS OF VARIATIONS IN INTENSITY LEVEL AND FEEDBACK ON PITCH IDENTIFICATION. RESULTS INDICATED THAT (1) LEARNING DID NOT OCCUR WHEN THE DELAY BETWEEN THE STANDARD AND VARIABLE TONE WAS 10 SECONDS, (2) THE 50-DECIBEL STANDARD PITCH WAS SUPERIOR TO THE 50-DECIBEL VARIABLE PITCH, (3) AUDITORY FEEDBACK IS SUPERIOR TO VISUAL FEEDBACK AND DELAYED FEEDBACK IN FACILITATING PITCH IDENTIFICATION, AND (4) IT IS ADVANTAGEOUS TO PROVIDE IMMEDIATE AUDITORY FEEDBACK TO STUDENTS IDENTIFYING PITCHES. (HB)