The effects of associative interference on the verbal learning performance of male process and reactive schizophrenics and normals were studied using a mixed list with high and moderate interlist interference and new learning conditions. Schizophrenics made more errors than normals in the interference conditions but not in the new learning. Reactive schizophrenics made as many errors as the process group with high interference but significantly fewer under moderate interference. Process schizophrenics gave significantly more List 1 intrusions in List 2 learning than reactives or normals. Results support predictions from the qualitative differences theory of cognitive deficit more strongly than the theories of Broen, Chapman and Chapman, McGhie, Payne, and Silverrnan.

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