Abstract
Summary A recognition task situation was analyzed in terms of the individual items in an attempt to formulate a more comprehensive explanatory concept re the controlling effects of proactive vs. retroactive interferences, for which both evidence and interpretations have been inconsistent. By manipulating sublists, proactive and retroactive events were systematically varied, with three types of materials: CVC nonsense syllables, two-digit numbers, and words in two experiments. A total of 120 male and female undergraduates participated as Ss. Proactive study events generated quite limited effects, if any. In contrast, both retroactive study and test events controlled recognition performances. The current results, as well as previous inconsistent ones, can be accommodated within a single theoretical framework with focus on the retention interval.
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