Abstract
This study investigated the relationship between transfer of training and shift in task difficulty for verbal discrimination learning. Also, it attempted to determine whether there are any differences in the tendency to make persistent errors in the two transfer conditions. Task difficulty was manipulated by varying the number of word alternatives, with either two words (easy task) or four words (hard task) in each word presentation set. Two lists, each with 26 sets of words, were presented for five trials. Each word set was shown for 1 sec, followed by 3 sec for response and 1 sec for feedback. A positive transfer effect in the hard-easy shift and a tendency toward negative transfer in the easy-hard shift were found.
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