Learning is impaired by activated intentions.
Two experiments examined the task interference that sometimes accrues from having an intention. In standard prospective memory tasks, latency is often slower to an ongoing task performed concurrently with having an intention than it is when no intention is given. If the locus of this slowing resulted from different attentional allocation policies in the two cases, we predicted that the process of learning a word list would be impaired if participants had an intention rather than if they did not. Four different event-based prospective memory tasks were used in Experiment 1 to demonstrate that worse free recall of a word list resulted when studied with a concurrent intention than with a control condition that had no intention. In that experiment, linking an intention to a distal context that was to occur after learning did not impair free recall. Two time-based tasks were used in Experiment 2 to demonstrate that possessing a time-based prospective memory also hinders learning, unless the intention is linked to a future context that is expected to occur after the study session. In the latter case, no impairment was obtained.
Cook
Gabriel I
GI
Department of Psychology, Claremont McKenna College, Claremont, California 91711, USA. gabriel.cook@cmc.edu
Marsh
Richard L
RL
Clark-Foos
Arlo
A
Meeks
J Thadeus
JT
D001288:Attention; D003463:Cues; D006801:Humans; D033182:Intention; D011939:Mental Recall; D009042:Motivation; D011597:Psychomotor Performance; D011930:Reaction Time; D013998:Time Perception; D014706:Verbal Learning