Abstract
Two experiments replicated and extended Tulving’s (1966) finding that prior practice on part of a free-recall list can be detrimental to subsequent whole-list learning. Instructions concerning the nature of the lists influenced whole-list learning, but the influence of presentation order was unclear. The organization of the items acquired during part learning persisted during final list learning.
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This investigation was supported in part by Public Health Service Research Grant MH 14063. This manuscript is based in part on a thesis submitted by Dorothy Clark to Michigan State University in partial fulfillment for the degree of Master of Arts, November 21, 1967.
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Wood, G., Clark, D. Instructions, ordering, and previous practice in free-recall learning. Psychon Sci 14, 187–188 (1969). https://doi.org/10.3758/BF03332781
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DOI: https://doi.org/10.3758/BF03332781