In order to establish whether voice pitch and evaluative meaning play any significant role in affecting message learning (as demonstrated by listeners' recall) at the morphemic level of communication, 48 freshman students in a basic speech program participated in this study. Through individual headsets, students listened to tapes containing an introduction, the experimental material, the recall assignment, and the conclusion. Experimental material consisted of eighteen words, chosen to ensure equal semantic representation, recorded with various inflections. Results showed that neither pitch nor evaluative meaning plays a significant role in message recall at the morphemic level of language transmission and reception. A selected bibliography and six appendixes containing material related to the study are included. (JM)