In Exp. I, which replicated but improved on a previous experiment, both interpolated pictures and concrete sentences produced about the same amount of significant retroactive interference (RI) on the immediate recall of unrelated, concrete sentences. Furthermore, the same amount of significant positive transfer was obtained when the interpolated pictures and sentences depicted and were identical to, respectively, the original sentences. Different results were not observed when recall was after 2 days. In Exp. II, recall of abstract sentences was not interfered with, either at immediate or delayed recall, by interpolated pictures and concrete sentences, but was so by interpolated abstract sentences. In addition, an interaction between abstract and concrete RI was found. It was contended that these findings can best be accounted for by the hypotheses whereby the contents of concrete sentences are stored primarily as visual images and the contents of abstract sentences primarily verbally.
Safety, comfort, privacy and personal dignity are the ethical dimensions which have dominated discussions about the role of humans in experimentation. These dimensions are reviewed from a psychological perspective. However, research conducted within educational settings alters ethical problems greatly. Decisions can be made which permit experimentation to be a device promoting methodological education. Suggestions concerning the role human experimentation should play within the University context, discussion of the relevance of issues such as deception to proper educational experimentation, and scrutiny of the traditional laboratory concept of experimentation, are made.
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