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Instructions, ordering, and previous practice in free-recall learning

Research paper by Gordon Wood, Dorothy Clark

Indexed on: 05 Nov '13Published on: 05 Nov '13Published in: Psychonomic science



Abstract

Two experiments replicated and extended Tulving’s (1966) finding that prior practice on part of a free-recall list can be detrimental to subsequent whole-list learning. Instructions concerning the nature of the lists influenced whole-list learning, but the influence of presentation order was unclear. The organization of the items acquired during part learning persisted during final list learning.