Abstract
Previous studies suggest that susceptibility to associative inhibition may vary inversely with learning speed. To investigate differential effects of interference, fast and slow Ss learned a list of paired adjectives to a common performance criterion. Experimental groups recalled under interference conditions produced by the interspersing of new items in the recall list. Interference occurred both when Ss were instructed to learn the new items while recalling those previously learned and also when Ss were instructed to attend only to previously learned items. Mean recall scores for experimental Ss were significantly inferior to those of a control group. Slow learners were more adversely affected by interference than fast learners.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
