Learning of three-term contingencies correlates with Raven scores, but not with measures of cognitive processing

College undergraduates learned word lists involving three-term contingencies (stimulus–response–outcome). Learning rate was correlated approximately 0.5 with scores on Raven's Advanced Progressive Matrices (Raven) but did not correlate significantly with several tasks (inspection time, card-sorting, trail-making, PASAT) shown to be associated with intelligence measures in previous research, despite these tasks' significant correlations with each other and with Raven scores in the present study. Rates of learning the three-term contingencies were positively correlated with paired-associate and free recall list learning, yet neither of these more standard learning tasks correlated significantly with Raven. While results confirm previous findings that the rate of simple associative learning is weakly related to intelligence; they also demonstrate that certain types of learning are well predicted by intelligence scores despite being distinct from several measures of cognitive processing.