Abstract
The effect of variations in interpolated activity on word recall was examined. Two levels of interpolated task difficulty were factorially combined with three levels of similarity of interpolated items to critical items. The interpolated activities involved either verbal (number or word classification) or nonverbal (tone classification) stimuli. Results indicated that interpolated task difficulty was an important factor influencing word recall at all levels of similarity. In addition, the number and word classification tasks did not differ reliably in their effect on recall, although both resulted in poor recall relative to that following a tone classification task.
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