Abstract
Abstract.— When two single‐cue probability learning tasks with different amounts of unpredictable variance were learned in succession. a low variance task interfered with the retention of a high variance task, but the opposite was not true. The effects were positive in that they enabled the subjects to reach a higher response consistency and, thus, a higher level of achievement. It was suggested that the subjects made use of the low variance task to reject incorrect hypotheses about the cue‐criterion relation and that interference from an interpolated task occurs only when this task provides information which has functional value for the subject.
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