Abstract
Three experiments examined the consequences of learning material in rigid and flexible contexts. In Experiment 1, subjects studied and recalled a list of words in serial order. The subjects in one condition received the words in the same order for three trials, while subjects in the second condition received the words in a different random order on each trial. On the final trial, all subjects were required to study and recall the words in a new order. Although the rigid group showed better serial recall on the third trial, the flexible group was better on the final trial. Experiment 2 replicated these results with a new set of words. Experiment 3 used the same procedure but introduced a completely new set of words on the fourth trial. Similar results were again obtained. Taken together, these experiments suggest that studying material in a rigid context can restrict the flexibility of both learning and retrieval strategies.
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Baker, L., Santa, J. L., & Lamwers, L. L. The better the representation, the harder it is to retrieve. Paper presented at the Eastern Psychological Association meetings, New York, April 1975.
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Carlton T. James sponsors this paper and takes full editorial responsibility for it.
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Baker, L., Santa, J.L. & Gentry, J.M. Consequences of rigid and flexible learning. Bull. Psychon. Soc. 9, 58–60 (1977). https://doi.org/10.3758/BF03336929
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DOI: https://doi.org/10.3758/BF03336929