Abstract
Transfer performance for AB-AB', AB-CD, and AB-AC paradigms was investigated with subset items that were less difficult than, more difficult than, or of the same paradigm type as the test pairs. Performance on the three test paradigms was a decreasing function of the difficulty of interspersed pairs, and intralist-intrusion data suggest that the strength of intrusion tendencies generalized to a given set of test pairs increases with the difficulty of the items with which the set is mixed. Difficulties in interpreting the results of studies using the mixedversus unmixed-list manipulation to test assumptions about the use of systematic strategies in verbal learning are discussed.
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