Verbal Discrimination Learning: Effects of Method of Presentation, Practice Distribution, and Learning Material

Summary

Given both similarities and differences between recognition memory in verbal discrimination learning (VDL) and recall memory in paired-associate learning (PAL), the applicability of the retention interval model (12) formulated in PAL to VDL was examined in three experiments using nonsense syllables, two-digit numbers, and words, under both anticipation and study-test methods, with massed practice, as well as with spaced practice. A total of 240 male and female university students participated as Ss. At least partial applicability of the retention interval model to VDL situations was evident, since in line with the expectations from the theory, the superiority of the study-test method over the anticipation method was sometimes large (Experiment 3), but small at other times (Experiments 1 and 2). Through detailed analyses of sublist performances, overall retroactive interferences on which the model is based controlled VDL performances to a major extent. The proactive interferences were inconsequential under both methods. In contrast, retroactive study events generated greater interferences than retroactive test events in VDL. Spaced practice effects were likely to be positive under the study-test method, but not under the anticipation method.