Studies in incidental learning: I. The effects of crowding and isolation.

Abstract

Experiments were performed to compare memory for "crowded" and "isolated" materials under conditions of intentional and incidental learning. In Exp. I, Ss learned lists of 10 syllables and 10 numbers. Isolation was achieved by embedding a number in a homogeneous sequence of syllables and vice versa. Isolated items were retained better than crowded ones by intentional learners but not by incidental learners. In Exp. II, the same stimulus materials were used but a color difference was added to increase, the degree of isolation of the critical items. Under these conditions there were no significant effects of isolation on either intentional or incidental memory. It is concluded that isolation favors retention only to the extent that the stimulus features producing isolation are relevant to the learner''s task. The limited effects of isolation that are found can be adequately accounted for in terms of intraserial interference and do not support the gestalt theory of memory.