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• W2003649323 abstract "Summary This study investigated transfer of training in paired-associate learning as a function of stimulus and response relationships and degree of first-list learning. Four paradigms of transfer were used, with familiar adjectives as both stimuli and responses: A-B, C-D (new stimuli and new responses); A-B, C-B (new stimuli and old responses); A-B, A-C (old stimuli and new responses); A-B, A-Br (old stimuli and old responses re-paired). Three degrees of first-list learning were used with each of the four paradigms: to a criterion of 6/10, to a criterion of 10/10, and to a criterion of 10/10 + 50% overlearning. All groups learned the same second lists whereas the composition of the first lists was varied in accordance with the requirements of the different paradigms of transfer. The second lists were learned to a criterion of 10/10 or for 10 trials, whichever took the longer. After the end of practice on the second list a modified test of free recall (MMFR) was administered in which S s were required to recall the responses from both lists. As evaluated against the control condition (A-B, C-D), all paradigms yielded negative transfer effects. The amount of negative transfer was greatest for A-B, A-Br, intermediate for A-B, A-C, and least for A-B, C-B. Performance on the second list improved as a function of degree of first-list learning but the amounts of transfer did not change reliably. There was some evidence, however, for progressive increases in negative transfer for A-Br relative to the other conditions. The results of the MMFR test show that amount of negative transfer and forgetting of first-list associations tend to be directly related. This relationship is attributed to the fact that competition from first-list associations leads to negative transfer as well as to the unlearning of these associations." @default.
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• W2003649323 date "1962-09-01" @default.
• W2003649323 modified "2023-09-26" @default.
• W2003649323 title "Transfer of training as a function of experimental paradigm and degree of first-list learning" @default.
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• W2003649323 doi "https://doi.org/10.1016/s0022-5371(62)80007-3" @default.
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