The distribution of recalled items in simultaneous intentional and incidental learning.

Abstract

Ss were exposed to 2 sets of materials, instructed to learn only 1 of the sets, and were tested later for the set which they were not instructed to learn. The meaningfulness of the incidental items was a significant source of variance, although the meaningfulness of the intentional items itself or in interaction was not significant in incidental learning. Also, incidental learning increased as a function of practice. Using a difference score between intentional and incidental learning for each S, it was predicted that differences would be greater when the items were of low rather than high meaningfulness. In other situations this finding has been explained in terms of a differential response hypothesis. Results of this study support such an hypothesis. (PsycINFO Database Record (c) 2006 APA, all rights reserved)