Background, symbolic, and class shift in short-term verbal memory.

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Abstract
Gave 432 undergraduates 4 trials using the "release from proactive inhibition" in short-term memory technique with shifts in class of item, background of item, and symbolic presentation of the item on Trial 4. For every type of shift, except the background shift with words, there was a significant increase in retention on the shift trial. A class shift led to greater increase in retention than a symbolic shift, which was greater than a background shift. Data indicate that shifting a physical parameter of the stimulus is effective in producing a release from proactive interference in short-term memory and that increased retention on the shift trial can be explained in terms of memory processes rather than an increase in perception or an increase in learning due to novelty. (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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