THE EFFECTS OF LEVEL OF LEARNING AND OF OVERLEARNING ON PROACTIVE AND RETROACTIVE FACILITATION AND INTERFERENCE.
IOWA STATE UNIV IOWA CITY
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The present investigation was concerned with the facilitating and interfering effects of different levels of original learning OL. It involved nine groups, four experimental and five control, consisting of 10 or 11 subjects each. The subjects in the four experimental groups practiced the standard task on the Two-Hand Coordinator until the original learning performance criterion set for the group was met. Subjects in the overlearning group were given 30 additional trials following the attainment of the OL criterion. All four groups practiced the reversed task on the coordinator to the same criterion for interpolated learning IL and received a constant number of relearning RL trials on the standard task. A control group was provided for each of the four experimental groups. An additional group, given practice on the reversed task only, served as a control for proactive effects. Three performance measures--time on target, number of errors, and persistence of errors--were obtained. Adjusted means experimental group means minus control group means were used in most of the comparisons.