Abstract
The effects of four different post-learning activities on the retention of 10 low-high meaningful paired-associate items were examined. Retention measures were collected after seven days. Ss receiving post-learning activities had significantly higher mean retention scores than Ss not receiving such treatment. It was also found that retention scores were related to strategy level employed during learning. The results were discussed in terms of an interaction between intention to learn, the development of better plans to aid recall during post-learning activities, and an over-learning effect.
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1. This research was supported in part by A.A.C.E.R. Grant 11365.
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Carlson, J.E., Boersma, F.J. & Conklin, R.C. Effects of post-learning activities on the retention of paired-associates. Psychon Sci 8, 543–544 (1967). https://doi.org/10.3758/BF03331742
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DOI: https://doi.org/10.3758/BF03331742