Abstract
Subjects learned three lists of words simultaneously. One list was recalled, one was tested by recognition, and the subjects made frequency judgments of the words in the third list. One group of subjects had one isolated learning-test trial on each of the three lists prior to two simultaneous learning trials. A second group had only the two simultaneous learning trials. Transfer from isolated to simultaneous learning was essentially perfect for the list that was recalled. However, the isolated learning trial resulted in very heavy negative transfer when recognition and when frequency estimations were used as response measures. In both cases, it was almost as if the subjects had not been given the isolated learning trial.
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Underwood, B. J., & Malmi, R. A. Recall and recognition oftasks learned simultaneously (ONR Technical Report). Evanston, Ill: Northwestern University, Department of Psychology, July 1977.
References
Brown, J. Recall and recognition. New York: Wiley, 1976.
Underwood, B. J., & Malmi, R. A. The simultaneous acquisition of multiple memories. In G. H. Bower (Ed.), The psychology of learning and motivation (Vol. 12). New York: Academic Press, 1978.
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This research was supported by the Personnel and Training Research Programs, Psychological Sciences Division, Office of Naval Research, under Contract N00014-78-C-0661, Contract Authority Identification NR 154-424. Reproduction in whole or in part is permitted for any purpose of the United States Government.
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Underwood, B.J., Lund, A.M. Transfer effects from single-task learning to simultaneous learning. Bull. Psychon. Soc. 16, 391–393 (1980). https://doi.org/10.3758/BF03329576
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DOI: https://doi.org/10.3758/BF03329576