Performance In A Verbal Transfer Task As A Function Of Preshift And Postshift Response Dominance Levels And Method Of Presentation

Investigated some effects of response dominance level (defined by free association norms) on paired-associate learning and transfer in 2 experiments with 64 undergraduates each. The experiments differed in terms of the manner in which the stimuli and response alternatives were presented, including both recall and recognition procedures, and in the use of a within-Ss vs. a between-Ss manipulation of pre- and postshift response dominance levels. Ss consistently made fewer errors when the response to be learned (either pre- or postshift) was high in dominance level than when it was low, indicating the generality of previous findings. Differences between the experiments in regard to the effects of preshift response dominance level on postshift performance and in the incidence of overt intrusions of the preshift response on postshift trials are discussed. (PsycINFO Database Record (c) 2006 APA, all rights reserved)