• Summary
  • Contents
  • Subject index

By analyzing the results of experiments that use a wide variety of training tasks including those that were predominantly perceptual, cognitive, or motoric, this volume answers such questions as: Why do some people forget certain skills faster than others? What kind of training helps people retain new skills longer? Inspired by the work of Harry Bahrick and the concept of “permastore,” the contributors explore the Stroop effect, mental calculation, vocabulary retention, contextual interference effects, autobiographical memory, and target detection. They also summarize an investigation on specificity and transfer in choice reaction time tasks. In each chapter, the authors explore how the degree to which reinstatement of training procedures during retention and transfer tests accounts for both durability and specificity of training. Researchers and administrators in education and training will find important implications in this book for enhancing the retention of knowledge of skills. “You have to read this book. Anyone interested in training will want to read it. This book provides the theoretical bases of the acquisition of durable skills for the next decade. It advances and demonstrates a new principle of skill learning that will prove to be as important as the encoding specificity principle and its corollary, the principle of transfer appropriate processing. This new principle is that highly practiced skill learning will be durable when the retention test embodies the procedures employed during acquisition. This principle, and the other important findings reported in this text, will have a great impact on the evolution of memory theory and on the wide range of applications.” --Douglas Hermann, University of Maryland

Training and Retention of the Classic Stroop Task: Specificity of Practice Effects
Training and retention of the classic stroop task: Specificity of practice effects
Deborah M.Clawson
Cheri L.King
Alice F.Healy
K. AndersEricsson

Effects of practice on the classic Stroop color-word task were explored using two different practice tasks, the Stroop task itself and simple color naming. Stroop practice, but not color-naming practice, led to a pattern of improvement from pretest to posttest pointing to an advantage for practiced stimuli over unpracticed stimuli on both Stroop and color-naming tests but a disadvantage for practiced stimuli on word reading and “reverse Stroop” tests. The advantage for practiced stimuli was maintained on versions of the Stroop test that used orthographic manipulations of the stimuli, and it persisted across a 1-month delay. Thus, practice ...

  • Loading...
locked icon

Sign in to access this content

Get a 30 day FREE TRIAL

  • Watch videos from a variety of sources bringing classroom topics to life
  • Read modern, diverse business cases
  • Explore hundreds of books and reference titles