Impaired memory for material related to a problem solved prior to encoding: suppression at learning or interference...

Area of Science:

• Cognitive Psychology
• Memory Research
• Learning and Recall

Background:

• Prior research indicated that incidental learning of problem-related material is impaired when problem-solving precedes encoding.
• The current study investigates the mechanisms behind this impaired recall.
• The effect was previously observed using a speeded affective classification task.

Purpose of the Study:

• To replicate the impaired recall effect using a novel size-comparison orienting task.
• To investigate potential mechanisms, specifically inhibitory processes versus retrieval interference.

Main Methods:

• Participants engaged in a size-comparison orienting task, classifying items either once or three times.
• One group solved a problem before the orienting task; a control group did not.
• Recall of problem-related items was assessed.

Main Results:

• Impaired recall of problem-related items was found specifically in the repetition condition (classifying items three times).
• No significant recall impairment was observed in the no-repetition condition (classifying items once).
• Problem-solving did not affect repetition priming for these items.

Conclusions:

• Results support an inhibitory process account of impaired recall during learning.
• Findings argue against a proactive interference explanation.
• Alternative explanations involving inefficient retrieval cues and competitor interference remain plausible.