Abstract
The negative transfer which is observed in part-whole, free-recall learning may reflect interference from inappropriate memory units which are developed during part-list learning ( Tulving, 1966 ). In the present study, the selection of words for the part lists established varying degrees of congruence with appropriate memory units for whole-list learning. In accord with the initial hypothesis, the rate of whole-list learning was slowest when the composition of the part list prevented the development of appropriate whole-list memory units. Differences between groups in the sequence of recall of old and new items and items within the same category gave added confirmation to the hypothesis.
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