Nonspecific transfer effects in associative matching



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This experiment was designed to study the learning to learn effect specific to a matching task. The lists were composed of three-digit numbers as the stimuli and CVC trigrams as the responses. The warm-up effect was assessed with a trial of study-matching test on a list of figure-word pairs. Five experimental groups and one control group were used. The Ss in the experimental groups received either three, six, or nine trials of practice on one training list, or received six or nine trials of practice, three on each of two or three training lists respectively. Except for the group given three trials on each of two lists, the. results showed that the learning to learn effects increase as the function of amount of practice regardless of the number of different lists on which these trials of practice were given. Groups given nine trials performed the best and the group given three trials the worst, with the one given six trials in between. The pretrained groups showed the significant advantages of training by the same method on the learning of transfer list. Nevertheless, their divergencies were not present until the late trials of acquisition. One possible explanation was based on the assumption that the learning to learn is subject to interference, forgetting, and recovery, and also that there was interference resulting from a specific stimulus encoding device possibly used by some Ss to learn the training list.



Association tests