Abstract
Thirty-six Ss learned a serial list of words and were then tested on a paired-associate task involving short-term retention of once-presented pairs. When critical pairs on the transfer task had been derived from forward adjacent members of the serial list, performance significantly exceeded that for pairs which had not appeared on the serial list or which had been nonadjacent on the serial list.
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References
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This research was conducted as part of the senior author’s course in learning. Funds for purchase of equipment were supplied by Yale University.
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Crowder, R.G., Chisholm, D.D. & Fell, D.A. Transfer from serial to continuous paired-associate learning. Psychon Sci 6, 455–456 (1966). https://doi.org/10.3758/BF03328088
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DOI: https://doi.org/10.3758/BF03328088