Abstract
Individual subjects were allowed to learn at their own rates by adding more items on each trial, contingent on current recall, while reminding them of any items not recalled to assure learning of all items presented. The constantly increasing recall in such ongoing learning was sustained by remembering more items as part of larger recall units.
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This work was supported in part by PHS Grants MH-17733 from NIMH, NS-03356 from NIMS, and HT-01799 from NICHD. I thank Christine Sinclair-Prince for experimental assistance.
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Buschke, H. Contingent learning. Bull. Psychon. Soc. 13, 283–286 (1979). https://doi.org/10.3758/BF03336871
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DOI: https://doi.org/10.3758/BF03336871