Retention differences as a function of the number of verbal lists learned simultaneously

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Abstract

75 college students learned a single verbal list, 2 lists simultaneously, or 3 lists simultaneously. Recall of the common list after 24 hrs increased directly as the number of lists learned increased; recall was 38% higher following the learning of 3 lists than following the learning of 1 list. This phenomenon was dependent on simultaneous learning, as opposed to sequential learning. It was also largely dependent on actually learning all lists presented; when the extra lists were given as incidental tasks, the retention effect was not observed. Assuming that simultaneous learning reduced interference, it is argued that the reduction is in the interference from extraexperimental sources of a proactive nature. (9 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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