Abstract
Keeping the total set of presented pairs constant, the position of occurrence of potentially interfering pairs relative to “critical” pairs was varied. A critical pair is remembered less well if interfering material follows it closely than if the interfering material is postponed. As the interval between a critical pair and interfering material is increased, long-term retention of the critical item improves. Comparable variations in the position of interfering material before a critical item do not affect its retention. These results suggest the existence of a post-exposure consolidation process, and are inconsistent with certain kinds of discrimination and coding theories of paired-associate learning.
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