An adolescent's learning patterns are developed throughout the student's socialization process, suggesting that peer pressure may influence learning. Female college students (N=15) aged 19-21 participated in a pencil-maze learning task performed while blindfolded. The task was presented in three categories of stimuli conditions: (1) normal conditions with no stimuation; (2) positive social stimulation consisting of peer approval and encouragement; and (3) negative physical stimulation in which the subject's hand was in a bucket of ice water. No significant differences were found between the positive and negative stimulations as incentives to learning; both conditions were more effective than the normal condition in stimulating learning. (NRB)