Chapter 4 discussed a classic study by Wickens and his colleagues (1976) in which each of five groups of participants learned a series of words belonging to one category (e.g., occupations or meats).
On the final trial, they all switched to words belonging to a new category (fruits). What did the results of this study show about the recall for this final set of words?
a. Contrary to expectations, semantic similarity had no influence on recall.
b. Contrary to expectations, participants explained that they stored these final words in terms of visual images.
c. Participants in all five groups showed no release from proactive interference.
d. Recall on the final set of words was most accurate when the previous items had belonged to a different semantic category.
Question 2
Which of the following students has the best understanding of the concept release from proactive interference?
a. Maura: Students are likely to use simple repetition when learning new material; if you teach them a memory strategy, their memory improves.
b. Ilya: The phrase refers to the strategy people use to move a particular stimulus from working memory to long-term memory.
c. Alessandro: People are typically not conscious of their learning strategies; however, if they can focus their attention on their memory, they can avoid interference from other stimuli.
d. Tara: As you learn a series of stimuli from the same category, memory will become less accurate; if you switch to a new category, memory will improve.
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