Retroactive Facilitation Research Articles

Proactive and Retroactive Facilitation of Long-Term Retention by Curriculum Continuity

Proactive and Retroactive Facilitation of Long-Term Retention by Curriculum Continuity

Stimulus similarity and retroactive interference and facilitation in monkey short-term memory.

Four experiments examined the effects of similarity between the sample and an interpolated stimulus in a modified delayed-matching-to-sample (DMTS) paradigm. The basis trial sequence was as follows: (a) a sample was presented, and the response to it was either rewarded or nonrewarded, (b) an interpolated stimulus was presented, and the response to it was either rewarded or nonrewarded, and (c) after a delay interval a choice test was given between the initial sample and a new stimulus, with the sample being correct if it had been initially rewarded and incorrect if it had been initially nonrewarded. When the sample and the interpolated stimulus were associated with opposite outcomes (sample rewarded, interpolated stimulus not rewarded or sample not rewarded, interpolated stimulus rewarded), retroactive interference was observed to increase as the similarity of the two stimuli increased. When the two stimuli were either both rewarded or both nonrewarded, retroactive facilitation was observed so long as the sample and interpolated stimuli were similar along either the relevant or an irrelevant dimension. Finally, test probes involving the interpolated stimulus and a new stimulus revealed asymmetrical interactions such that the interpolated stimulus influenced performance on the initial stimulus more than the initial stimulus altered performance on the interpolated stimulus. Taken as a whole, the results are inconsistent with the idea that alternative stimuli are encoded independently of each other. At best, independence may hold only for cases in which the stimuli are not similar to each other.

Stimulus similarity and retroactive interference and facilitation in monkey short-term memory.

Stimulus similarity and retroactive interference and facilitation in monkey short-term memory.

Repetition effects and retroactive facilitation: Immediate and delayed recall performance

A study was conducted using a continuous paired-associate task varying the retention interval after one of two presentations of a pair of words. The lag between presentations was also varied. Half of the two presentation items represented an A-B, A-C negative transfer design while the other half were A-B A-B items. Two different groups were instructed, with regard tc the A-B, A-C items, to recall on test trials only Response B or only Response C. Under some A-B, A-C conditions, retroactive-facilitation was found. Specifically, with a relatively long retention interval and short lags, the presentation of A-C was as effective as a second presentation of A-B for the recall of B.

The spacing effect and the A-B, A-C paradigm: Evidence for retroactive facilitation.

The spacing effect and the A-B, A-C paradigm: Evidence for retroactive facilitation.

Retroactive facilitation of memory in goldfish by flurothyl.

The spontaneous upstream swimming of goldfish (N=1318) into a quiet well was suppressed in one trial by electric shock (2.0 V/cm). Independent groups of fish, at 25‡ C, retained this learned avoidance 1, 4, 16, and 64 h after training but not 256 h after training. When trained fish were treated, 3 min after training, with a 16-min exposure to convulsive solutions of flurothyl (Indoklon®), their retention of avoidance 16, 64, or 256 h later was facilitated. This retroactive facilitation (RF) of long-term memory in goldfish by flurothyl could not be attributed to proactive or aversive effects of the treatment. Goldfish treated in water saturated with carbon dioxide (80% CO2∶20% O2) showed retrograde amnesia (RA). Neither the RF from flurothyl nor the RA from CO2-treatment were diminished when training and treatment were given to goldfish at 20‡ or 15‡ C. The memory-enhancing effect of flurothyl convulsions, and its delayed onset, may relate to the dual stimulant-depressant action of the drug and differ from the RA effect reported for mice and chicks.

Retroactive facilitation in short-term retention of minimally learned paired associates.

Retroactive facilitation in short-term retention of minimally learned paired associates.

The role of practice and the observation of practice in speech-sound discrimination learning.

This study examined the use of vicarious experience in the establishment of the discriminative responses comprising a repertoire of phonetic distinctions. A modification of a technique developed by Warden (Warden and Jackson, 1935) for the study of observer and model group learning was employed in the speech-sound discrimination training of 41 second grade children. Retroactive facilitation effects were observed in the observation group. In addition, no differences in group performance were obtained between observer and model groups in a relearning situation.

The role of associative mediation in retroactive inhibition and facilitation

The role of implicit mediating responses in producing retroactive inhibition and facilitation (RI and RF) was investigated. The degree of associative connection between the stimulus terms in successive paired-associate lists was varied. In Experiment I the response terms in the first and the second list were different and unrelated. There was no evidence of mediated interference in either the transfer or the recall stage. Negative transfer and RI were substantial when the stimuli were identical. In Experiment II the responses in the two lists remained the same. Both mediated facilitation and RF were found. Potential mediators appear to be activated only when they facilitate performance.

Hierarchical retrieval schemes in recall of categorized word lists

These experiments investigate the effects of hierarchic organization of word-lists upon their free recall. Ss recalled nested category lists presented either randomly or in a hierarchically organized manner. Recall was 2-3 times better with the organized presentation. Later experiments showed this effect (a) was similar with associative as well as conceptual hierarchies, (b) was attenuated with recognition tests of memory, and (c) could not be accounted for by associative guessing. Another experiment demonstrated retroactive facilitation in recall of List 1 when List 2 contained the hierarchic superordinates of the words on List 1. Analyses suggest that the hierarchic principle was used as a retrieval plan for cuing recall, with generated candidates monitored for their list membership before being overtly recalled. The following experiments were undertaken to demonstrate the influence of structural organization upon the free recall of conceptual word hierarchies. The studies were initiated in the belief that previous free recall experiments have investigated only relatively weak manipulations of this structural variable, and the further belief that it should be possible to arrange for a much more potent demonstra

Interacting responses to crowded signals

A clear indication of PR was obtained with objective time certainty, under conditions which led to true RT responses to both signals. It was suggested that the large amount of PR found could be ascribed to the intensity of involvement with S 1. Retroactive facilitation of R 1 by S 2 occurred, but was markedly diminished when no response to S 2 was required. This means that the processing of S 2 reached at least the initial aspects of organizing R 2 before it was subjected to PR. An appreciable amount of the retroactive effect was exerted on the processing of S 1 before final selection of R 1 had taken place. Information processing is not adequately described by an arrangement of neat priorities; it is rich in interactions.

Retroactive facilitation in meaningful verabl learning.

Retroactive facilitation in meaningful verabl learning.

Retroactive facilitation in the learning of new responses to old stimuli

Retroactive facilitation in the learning of new responses to old stimuli

PROACTIVE AND RETROACTIVE INHIBITION IN THE A-B, A-B' PARADIGM.

2 experiments were carried out to investigate proactive inhibition (PI) and retroactive inhibition (RI) in the paradigm involving identical stimuli and meaningfully similar responses on the 2 lists learned. In Experiment I, significant PI was found 48 hr. after learning, but was of equal magnitude for groups receiving 5, 10, or 20 trials of first-list learning. The data of Experiment II made it possible to compare RI and PI in Immediate and 48-hr, tests, when combined with Experiment I and an earlier study. RI appeared rather than retroactive facilitation, and did not appear to vary as a function of time. PI increases over a 48-hr, interval. Considering both recall and error data, current theories of RI and PI do not provide a wholly convincing explanation of these results. In verbal learning studies using the A-B,A-B' paradigm (in which two successive lists have identical stimuli and similar responses), no statistically significant evidence of forgetting due to proactive inhibition (PI) has been found, although in each case retention for A-B.A-B' conditions was numerically inferior to that of an appropriate A-B control group (Dallett, 1962; Morgan & Underwood, 1950; Young, 1955). The failure to find significant PI in this paradigm can be easily reconciled with current views of interference and forgetting (Postman, 1961). The position summarized by Postman is that in the A-B.A-C paradigm, A-C learning involves the unlearning of A-B connections, with PI eventually resulting from the spontaneous recovery of the A-B associations. In the A-B, A-B' paradigm, on the other hand, A-B' learning is mediated by the previously learned A-B associations, which do not get un

Transfer effects in discrimination learning

Transfer effects which occur during the discrimination of overlapping stimulus compounds were analyzed. The learning materials were paired associates whose stimulus members were simple stimulus compounds. The compounds and responses received a single pairing (reinforcement) and the compounds were presented alone after either 12 or 27 seconds as a test for recall. In different experimental conditiocs, compounds with common cues were inserted in the training series either before or after reinforcement of the test compound and before recall. Experimental arrangements which might be expected to produce both positive and negative transfer were employed. The principal results were: (1) recall decreased as a function of the interval between reinforcement and test, (2) evidence was found for proactive but not retroactive interference mediated by the common cues, and (3) both proactive and retroactive facilitation mediated by the common cues was obtained. A mixed model arising from stimulus sampling theory was developed for the results. This model, which was in essence an all-or-none retention process coupled with a cue selection process generally did quite well. However, the model failed to provide an adequate description of the obtained proactive interference effects.

運動学習に関する実験的研究 (I) : 手足協応動作の学習における遡及禁止の問題

The problem was to determine the kinds and amounts of facilitation and interference in psychomotor performance resulting from two different kinds of practice on an original task and two kinds of practice on an interpolate task. The arms-legs coordination appratus was utilized in a study of role of proactive and retroactive facilitation and interference in the performance. Results : (1) The acquisition of skill was not interfered with the subsequent learning of the reversed task. (2) The acquisition of skill on the Original learning interfered the subsequent, but the errors decreased after 2 or 3 trials. And the amounts of decrement was so much than them on the interpolated task which was practised initially.

Stability of Agreeing Response Set over a Period of Time

Agreeing response set and its influence on psychological tests has recently received increased atrention. Couch and Keniston (1960) have provided a comprehensive review and investigation in which they conclude that response tendency is based on a central personality syndrome. They also present a short and quickly administered 15-item Yeasay-Naysay Scale which measures agreeing response tendency. Because of current interest in the response set variable, it seems probable that this short scale will be widely used in research. Already, it has been used ro investigate individual differences in the production of retroactive facilitation and inhibition (James & Stone, 1960). Considering the possible future use of this agreeing response set scale, there are practical reasons for knowing the stability of this scale's scores ovel a period of time. The purpose of the present study was to test the stability of this scale. In the Fall of 1960, 207 students in an introductory psychology class were given the 15-item Yeasay-Naysay Scale (Couch & Keniston, 1960). They were retested wirh the same scale three months later. The test-retest reliability obtained was highly significant (r = .65; p .lo). The obtained coefficient of reliability (.65) was somewhat lower than might be desired for this type of test. Using the generalized Spearman-Brown formula, a more desirable reliability coefficient (35 or higher) might be obtained if the scale were increased from 15 items to at least 45 to 60 items. However, inspection of the scatter diagram suggested that the reliability of the extreme scores would be higher than that of the total distribution.

Individual Differences in the Production of Retroactive Facilitation and Inhibition

Individual Differences in the Production of Retroactive Facilitation and Inhibition

Retroactive Facilitation When New Responses Have Been Learned to Old Stimuli

Retroactive Facilitation When New Responses Have Been Learned to Old Stimuli

Effects of response alteration and different instructions on proactive and retroactive facilitation and interference.

Effects of response alteration and different instructions on proactive and retroactive facilitation and interference.