Proactive inhibition as a function of time and degree of prior learning.

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Abstract
Experiments were performed (24 Ss in each) to measure the influence of degree of prior learning and time between practice and recall of the second list on proactive inhibition and on the number of overt intrusions. Lists were of 10 pairs of 2-syllable adjectives of the A-B, A-C relationship. The 4 degrees of prior learning (of list A-B) were no practice, 3 adjectives correctly anticipated, 8 correctly anticipated, and all correctly anticipated with 5 additional trials given. The second list (A-C) was learned to a criterion of 6 adjectives correctly anticipated. In one experiment the learning-recall time was 20 minutes, in the other, 75 minutes. "The results show that: (a) Associative inhibition in learning the second list decreases as the degree of prior learning increases. Marked facilitation in learning the second list occurs when the prior list has been learned to a high degree. (b) Proactive inhibition at recall increases as degree of prior learning increases. (c) Proactive inhibition shows little change between 20 min. and 75 min. (d) The greatest number of intrusions occur with low differentiation, i.e., with the interfering list moderately stronger than the recall list, and with the longer interval between learning and recall." (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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