The Simultaneous Acquisition of Multiple Memories.
NORTHWESTERN UNIV EVANSTON ILL DEPT OF PSYCHOLOGY
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The basic paradigm required the subjects to learn four verbal tasks simultaneously. Each task was given a separate retention test recall, recognition, frequency judgments, serial ordering. The materials to be learned were presented on a series of slides at a 20-second rate. Each slide carried stimuli from more than one of the tasks. The purpose of the research was to determine. If the effects of certain intratask independent variables were the same as found when single tasks were learned the incidental learning which occurred when instructions specified the learning of less than the number of tasks presented the stability of the memories formed as determined by retention tests over a few minutes if differential encoding of the tasks occurred as a consequence of having different retention tests. The number of tasks specified to be learned differed, with four tasks always presented. In other conditions, the number of tasks presented varied as well as number specified for learning.
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