First-list recall as a function of second-list learning method

Abstract

The influence of List-2 learning method on List-1 recall was studied. Lists were composed of 10 pairs of CVC stimuli and adjective responses. List 1 was learned by a study-test prompting method; List 2 was learned for 3 or 15 trials by either a prompting or an anticipation method. There was superior List-1 recall, as measured by an MMFR test, when a prompting method was used during List 2 and with the low degree of List-2 learning. The results were interpreted in terms of the differential opportunity for intrusions during List-2 learning.