Abstract
Three degrees of original learning (OL) and two retention tests were used to explore the relationship between degree of original learning and resistance to unlearning. It was found that scores on both retention tests varied directly with degree of OL suggesting that greater OL practice led to increased resistance to unlearning during interpolated learning.
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1. This research was supported in part by a grant from the Research Council of Rutgers University and by grant number 02626 from the National Institute of Child Health and Human Development to the senior author.
2. This report is based upon a thesis submitted by the junior author to Rutgers, The State University in partial fulfillment of the requirements for the M.A. degree.
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Garskof, B.E., Bryan, T.M. Unlearning as a function of degree of original learning and retention test. Psychon Sci 6, 391–392 (1966). https://doi.org/10.3758/BF03330952
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DOI: https://doi.org/10.3758/BF03330952