The re-pairing decrement in verbal discrimination transfer: Further evidence favoring associative mechanisms.

Kanak, N. Jack; Knight, John M.

doi:10.1037/h0036818

Cited by 3 publications

(4 citation statements)

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“…Norman, Oklahoma 73069. associative interference produced by the incidentally learned associations between the W and R items of List 1 and List 2, a type of competition analogous to the intentionally learned associations of an A-B, A-C paired associate transfer paradigm. Further support for the incidental associative interference interpretation has been reported by Kanak and Dean (Experiment II, 1969) and Kanak and Knight (1974). In both of the latter investigations, negative transfer was obtained when List 2 involved a re-pairing of the W and R items of List 1, relative to a control condition requiring continuation of practice on the same pairs.…”

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confidence: 61%

Incidentally learned associations and imagery in verbal discrimination transfer

Kanak

Rabenou

1975

Bull. Psychon. Soc.

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The effects of imagery (I) of List 2 right (R) items on verbal discrimination (VD) transfer were examined. Two levels of 1 were crossed with the experimental (E) paradigm of W a -R, ', W a -R 2 and the control (C) paradigm of WI-R a , W 2 -R 2 • Significant negative transfer was obtained with the E paradigm when low 1 was employed; however, List 2 R item high 1 eliminated the negative transfer effect on List 2 acquisition in the E paradigm. The results were discussed in terms of the frequency theory of verbal discrimination and an incidental associative interference hypothesis.

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supporting

confidence: 61%

Incidentally learned associations and imagery in verbal discrimination transfer

Kanak

Rabenou

1975

Bull. Psychon. Soc.

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“…Support for the competition-unlearning hypothesis was further shown by Kausler et al (I967) in significant retroactive inhibition effects in the retention of List 1 associations for WI -R2 relative to the W 2 -R2 control. Additional support for the incidental learning hypothesis has been obtained in other paradigms involving potential competition between incidentally learned associations (e.g., Kanak & Dean, 1969, Experiment 2; Kanak & Knight, 1974).…”

mentioning

confidence: 74%

“…Previous research (Kanak & Knight, 1974) has shown that slow List 1 learners are more subject to associative interference in another competition paradigm involving re-pairing of List I Rand W items on List 2. Ties at the median were broken by a random assignment of tied subjects to the slow and fast cells within each of the four conditions, and this procedure was checked to confirm a lack of bias.…”

Section: Resultsmentioning

confidence: 99%

Transfer in the W1-R2 verbal discrimination paradigm as a function of instructions

Kanak

Mehta

1977

Bull. Psychon. Soc.

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The W t-R2 verbal discrimination transfer paradigm was found to produce pronounced positive transfer, relative to a nonspecific control, when subjects were explicitly informed of the interlist relationship. The instructional variable was suggested as important in reconciling discrepancies in previous literature.The present study investigated the influence of instructions concerning the interlist relationship between wrong-(W) and right-(R) item alternatives in the W 1 -Rl , W l -R2 verbal discrimination transfer paradigm. In this paradigm the W items of List 2 are identical to the W items of List I, while the R items of List 2 are new, unrelated items. Performance is typically compared to a nonspecific transfer control, W 1 -Rl' WrR2' in which List 2 involves both new Wand R items.According to the frequency theory of verbal discrimination learning (Ekstrand, Wallace, & Underwood, 1966), the W 1 -R2 paradigm should be governed by Rule 2 (select the subjectively least frequent item) early in List 2 practice. As List 2 practice continues, however, the initially "less frequent" R item should accumulate frequency units at a more rapid rate than the W item, based on the counting postulates of frequency theory, and the discrimination based on differential frequency should break down followed by a switch to a Rule I mode of responding (select the subjectively most frequent item). Thus, relative to the W2-R2 control, frequency theory predicts early positive transfer followed later by negative transfer, since Rule I is the appropriate mode of responding for the control group throughout List 2 practice.A number of studies have shown support or at least partial support for the predictions. Underwood, Jesse, and Ekstrand (1964), in a study important to the later developmen t of frequency theory, supported the prediction with a relatively fast anticipation interval presentation rate (1.5: 2 seconds), but not with a slower rate (3: 2). King and Levin (1971), in a study varying degree of List I learning, generally supported frequency theory, but the across-trial effects relative to the control were not conSistently present within each degree of List I learning. Unlike the Underwood et al. (1964) study, subjects were not informed of the interlist relationship. Schneider and Goulet (I973), varying the type of Requests for reprints should be addressed to N.

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“…Thus, for those transfer paradigms that involve overt distinctive cues in the form of a new W or new R item, the influence of contextual associations may be relatively important in facilitating or retarding list differentiation and frequency differentials, and the influence of direct associations may be secondary. The influence of direct associations may be more primary in the re-paired paradigm (Kanak & Dean, 1969;Kanak & Knight, 1974) but possibly in a manner quite distinct from the traditional associative interference hypothesis as Paul suggests. In addition, in this paradigm, contextual associations could be expected 1 to add frequency units to both W and R units, increasing task difficulty according to the Weber's Law analogy of frequency theory (Ekstrand, Wallace, & Underwood, 1966).…”

Section: N Jack Kanak University Of Oklahomamentioning

confidence: 92%

The re-pairing decrement in verbal discrimination transfer: Further evidence favoring associative mechanisms.

Cited by 3 publications

References 10 publications

Incidentally learned associations and imagery in verbal discrimination transfer

Incidentally learned associations and imagery in verbal discrimination transfer

Transfer in the W1-R2 verbal discrimination paradigm as a function of instructions

The associative interference hypothesis in verbal discrimination transfer: Reply to Paul.

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