TY - JOUR
AU - Dominowski, Roger L.
AB - Studies manipulating variables in the attempt to produce different memory requirements in concept learning are reviewed. Many of them have tested Underwood's theoretical position of response contiguity. Performance is generally improved by increasing the availability of previous stimulus information. The degree to which instances of the same concept occur contiguously directly affects acquisition of the concept. Attempts to demonstrate inferior performance with spaced practice have not been successful, although procedural problems make any conclusion tentative. There is some suggestion that memory effects could be classified as proactive and retroactive inhibition. A basic problem concerns the indirect type of question posed by investigators. (36 ref.)
TI - Role of memory in concept learning
JF - Psychological Bulletin
DO - 10.1037/h0021801
DA - 1965-04-01
UR - https://www.deepdyve.com/lp/american-psychological-association/role-of-memory-in-concept-learning-M46uMmkHBe
SP - 271
EP - 280
VL - 63
IS - 4
DP - DeepDyve
ER -