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A RESIDUAL GAIN MEASURE OF REMINISCENCE AND CLASSROOM LEARNING.
WASHINGTON UNIV ST LOUIS MO DEPT OF PSYCHOLOGY
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The residual gain technique was applied in a study of the relationship between reminiscence of a motor learning task and learning in the classroom under different sets of instructions. No relationship between residualized reminiscence and classroom learning was found and there was no change in this finding under different sets of instructions. Doubt was cast on the existence of consistent individual differences in reminiscence independent of general performance level. Prior findings of relationships between reminiscence and other variables seem to be explainable in terms of statistical artifacts in earlier methods and in relationships of the other variables with general motor performance. Author
APPROVED FOR PUBLIC RELEASE