Unlearning of Context-Item and Specific Associations in the W 1 -R 1 ,W 2 -R 2 Paradigm

Verbal discrimination learning: A review of the acquisition, transfer, and retention literature through 1972.

“…Moreover, it is assumed that the first-list context-item associations initially compete with the acquisition of the corresponding transfer list context-item associations and extinguish during the course of transfer list learning in a fashion comparable to the specific associations of the A-B, A-C paired-associate transfer paradigm. The retention data, indicating less retention of first-list items following W 2 -R 2 learning than the appropriate control groups, (Kanak & Curtis, 1970) are in complete accord with this explanation as are more recent data from three experiments reported by Kanak, Cole, and Curtis (1972).…”

“…The Wi-Ri, W-f-Rz paradigm. The available data concerning the components of transfer in the W 2 -R2 paradigm (Kanak & Curtis, 1970) coincide with the data and interpretation provided by McGovern (1964) concerning transfer components in the A-B, C-D paired-associate transfer paradigm. In the W 2 -R 2 paradigm, it is assumed that first list and transfer list wrong and right items enter into associations with a common learning context as a form of incidental learning.…”

The associative interference hypothesis in verbal discrimination transfer: Reply to Paul.

“…It has been well demonstrated that verbal discrimination transfer tasks, like pairedassociate tasks (McGovern, 1964), allow the development of associations between the environmental context of the task and the intrapair W and R items (Kanak, Cole, & Curtis, 1972;Kanak & Curtis, 1970). The common learning context for List 1 and List 2 will be called C. Associations are incidentally formed between C and Wi and C and Rt during List 1 learning.…”