Abstract
Two studies were conducted to test the hypothesis that the presence of noise, which Ss were instructed to ignore, would facilitate performance on a negative-transfer learning paradigm but not performance on a control learning paradigm. The effect of noise on two levels of item meaningfulness for each paradigm was also studied. In both experiments, negative transfer was successfully generated for low-meaningful items and the predicted interaction between learning paradigms and treatments was obtained. In neither experiment was significant negative transfer generated for high-meaningful items, and the predicted interaction between paradigms and treatments was not obtained.
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Houston, B.K. Noise, negative transfer, and meaningfulness. Psychon Sci 22, 255–256 (1971). https://doi.org/10.3758/BF03332598
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DOI: https://doi.org/10.3758/BF03332598