Working memory load in the initial learning phase facilitates relearning: a study of vocabulary learning.
In this study, the effect of working memory load in the initial learning phase on the relearning phase was examined. Exp. 1 examined the effect of articulatory suppression in paired associative learning with a relearning method. In the learning phase, 28 participants (M age=21.8 yr., SD=2.1) learned all word-nonword associations under conditions of articulatory suppression or simple tapping. After a delay, they answered a cued recall task in a nonsuppressed condition and a relearning task in a simple tapping condition. The subjects who learned under the simple tapping condition in the learning phase required significantly more trials in the relearning phase. In Exp. 2, 28 participants (M age=20.8 yr., SD=1.5) participated, and the result was replicated. These results suggested that working memory load facilitates relearning. Results are best explained by contextual interference (Battig) rather than by the less-is-more hypothesis of Newport.
Sasaki
Takashi
T
Department of Education, Graduate School of Human Relations, Keio University, Tokyo, Japan. sasataka@2001.jukuin.keio.ac.jp
D000328:Adult; D003463:Cues; D005260:Female; D006801:Humans; D007802:Language; D008297:Male; D008568:Memory / Q000502:physiology*; D011939:Mental Recall / Q000502:physiology; D010153:Paired-Associate Learning / Q000502:physiology; D010700:Phonetics; D011597:Psychomotor Performance / Q000502:physiology*; D011932:Reading; D012153:Retention, Psychology / Q000502:physiology; D013060:Speech / Q000502:physiology; D013647:Task Performance and Analysis; D014584:User-Computer Interface; D014706:Verbal Learning / Q000502:physiology*; D014825:Vocabulary