Influence of Degree of Intentional Learning upon the Performance of an Incidental Task

Abstract

Incidental learning was measured at various stages of intentional learning. Results indicated the best performance on the incidental learning task took place at the initial and terminal stages of intentional learning. It was hypothesized that Ss respond to a number of irrelevant stimuli at the onset of a problem, thereby experiencing more of the problem's incidental aspects. As behavior becomes increasingly dependent upon relevant cues, sampling of the irrelevant (incidental) cues is minimized. Incidental learning decreases, therefore, Ss training increases. This process occurs to a point, then reverses. When the task set by E is seen as mastered, S begins seeking additional information from the stimuli present, resulting again in considerable incidental learning. The results and proposed explanations were believed to be in accordance with an earlier study by Bahrick (1957).

Effects of training level on reversal and extradimensional shifts

“…Recent findings (Bahrick, 1957;Hergenhahn & Lee, 1965), however, have shown evidence that most incidental learning seems to occur in the beginning stages of learning and in the latter stages of overlearning. This would seem to indicate increased attention to incidental cues during over-and underlearning, and would thus be in direct disagreement with the hypothesis that overtraining tends to focus S's attention on the relevant dimension at the expense of awareness of other cues.…”

“…The phenomenon has been referred to as the Overtraining Reversal Effect (ORE). Many attempted explanations of the ORE have revolved around the hypothesis that during training S learns to respond to the relevant stimulus dimension and that during overtraining his tendencies of responding to only that dimension become fixated, thus assuring continued attention to that dimension in the reversal (RS) situation [SUtherland (as reported in Mackintosh,1963);Mackintosh, 1962; Spence (in personal communication to Reid, 1953) J.Recent findings (Bahrick, 1957;Hergenhahn & Lee, 1965), however, have shown evidence that most incidental learning seems to occur in the beginning stages of learning and in the latter stages of overlearning. This would seem to indicate increased attention to incidental cues during over-and underlearning, and would thus be in direct disagreement with the hypothesis that overtraining tends to focus S's attention on the relevant dimension at the expense of awareness of other cues.…”