Effects of unsolvable anagrams on retention
Abstract During Phase 1, 51 college students received 40 nonsense syllables to memorize (free recall). During Phase 2, 17 students received unsolvable anagrams (Group USA), 17 students received solvable anagrams (Group SA), and 17 received a blank piece of paper on which to write an autobiographical...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Calef, Richard S. [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
1992 |
|---|
| Schlagwörter: |
|---|
| Anmerkung: |
© Psychonomic Society, Inc. 1992 |
|---|
| Übergeordnetes Werk: |
Enthalten in: Bulletin of the Psychonomic Society - Springer-Verlag, 1973, 30(1992), 2 vom: Aug., Seite 164-166 |
|---|---|
| Übergeordnetes Werk: |
volume:30 ; year:1992 ; number:2 ; month:08 ; pages:164-166 |
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| DOI / URN: |
10.3758/BF03330428 |
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SPR037069306 |
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| 520 | |a Abstract During Phase 1, 51 college students received 40 nonsense syllables to memorize (free recall). During Phase 2, 17 students received unsolvable anagrams (Group USA), 17 students received solvable anagrams (Group SA), and 17 received a blank piece of paper on which to write an autobiographical essay (Group E). During Phase 3, Group USA recalled significantly fewer Phase 1 nonsense syllables than did Groups SA and E, both of which recalled approximately the same number of nonsense syllables. The results support previous animal research, which shows that uncontrollable tasks interfere with the retention of a previously learned response. | ||
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10.3758/BF03330428 doi (DE-627)SPR037069306 (SPR)BF03330428-e DE-627 ger DE-627 rakwb eng Calef, Richard S. verfasserin aut Effects of unsolvable anagrams on retention 1992 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Psychonomic Society, Inc. 1992 Abstract During Phase 1, 51 college students received 40 nonsense syllables to memorize (free recall). During Phase 2, 17 students received unsolvable anagrams (Group USA), 17 students received solvable anagrams (Group SA), and 17 received a blank piece of paper on which to write an autobiographical essay (Group E). During Phase 3, Group USA recalled significantly fewer Phase 1 nonsense syllables than did Groups SA and E, both of which recalled approximately the same number of nonsense syllables. The results support previous animal research, which shows that uncontrollable tasks interfere with the retention of a previously learned response. Unconditioned Stimulus (dpeaa)DE-He213 Inescapable Shock (dpeaa)DE-He213 Nonsense Syllable (dpeaa)DE-He213 Paired Comparison Test (dpeaa)DE-He213 Aversive Unconditioned Stimulus (dpeaa)DE-He213 Choban, Michael C. aut Calef, Ruth Ann aut Brand, Roberta L. aut Rogers, Malcolm J. aut Geller, E. Scott aut Enthalten in Bulletin of the Psychonomic Society Springer-Verlag, 1973 30(1992), 2 vom: Aug., Seite 164-166 (DE-627)SPR037022717 nnns volume:30 year:1992 number:2 month:08 pages:164-166 https://dx.doi.org/10.3758/BF03330428 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER AR 30 1992 2 08 164-166 |
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10.3758/BF03330428 doi (DE-627)SPR037069306 (SPR)BF03330428-e DE-627 ger DE-627 rakwb eng Calef, Richard S. verfasserin aut Effects of unsolvable anagrams on retention 1992 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Psychonomic Society, Inc. 1992 Abstract During Phase 1, 51 college students received 40 nonsense syllables to memorize (free recall). During Phase 2, 17 students received unsolvable anagrams (Group USA), 17 students received solvable anagrams (Group SA), and 17 received a blank piece of paper on which to write an autobiographical essay (Group E). During Phase 3, Group USA recalled significantly fewer Phase 1 nonsense syllables than did Groups SA and E, both of which recalled approximately the same number of nonsense syllables. The results support previous animal research, which shows that uncontrollable tasks interfere with the retention of a previously learned response. Unconditioned Stimulus (dpeaa)DE-He213 Inescapable Shock (dpeaa)DE-He213 Nonsense Syllable (dpeaa)DE-He213 Paired Comparison Test (dpeaa)DE-He213 Aversive Unconditioned Stimulus (dpeaa)DE-He213 Choban, Michael C. aut Calef, Ruth Ann aut Brand, Roberta L. aut Rogers, Malcolm J. aut Geller, E. Scott aut Enthalten in Bulletin of the Psychonomic Society Springer-Verlag, 1973 30(1992), 2 vom: Aug., Seite 164-166 (DE-627)SPR037022717 nnns volume:30 year:1992 number:2 month:08 pages:164-166 https://dx.doi.org/10.3758/BF03330428 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER AR 30 1992 2 08 164-166 |
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10.3758/BF03330428 doi (DE-627)SPR037069306 (SPR)BF03330428-e DE-627 ger DE-627 rakwb eng Calef, Richard S. verfasserin aut Effects of unsolvable anagrams on retention 1992 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Psychonomic Society, Inc. 1992 Abstract During Phase 1, 51 college students received 40 nonsense syllables to memorize (free recall). During Phase 2, 17 students received unsolvable anagrams (Group USA), 17 students received solvable anagrams (Group SA), and 17 received a blank piece of paper on which to write an autobiographical essay (Group E). During Phase 3, Group USA recalled significantly fewer Phase 1 nonsense syllables than did Groups SA and E, both of which recalled approximately the same number of nonsense syllables. The results support previous animal research, which shows that uncontrollable tasks interfere with the retention of a previously learned response. Unconditioned Stimulus (dpeaa)DE-He213 Inescapable Shock (dpeaa)DE-He213 Nonsense Syllable (dpeaa)DE-He213 Paired Comparison Test (dpeaa)DE-He213 Aversive Unconditioned Stimulus (dpeaa)DE-He213 Choban, Michael C. aut Calef, Ruth Ann aut Brand, Roberta L. aut Rogers, Malcolm J. aut Geller, E. Scott aut Enthalten in Bulletin of the Psychonomic Society Springer-Verlag, 1973 30(1992), 2 vom: Aug., Seite 164-166 (DE-627)SPR037022717 nnns volume:30 year:1992 number:2 month:08 pages:164-166 https://dx.doi.org/10.3758/BF03330428 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER AR 30 1992 2 08 164-166 |
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10.3758/BF03330428 doi (DE-627)SPR037069306 (SPR)BF03330428-e DE-627 ger DE-627 rakwb eng Calef, Richard S. verfasserin aut Effects of unsolvable anagrams on retention 1992 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Psychonomic Society, Inc. 1992 Abstract During Phase 1, 51 college students received 40 nonsense syllables to memorize (free recall). During Phase 2, 17 students received unsolvable anagrams (Group USA), 17 students received solvable anagrams (Group SA), and 17 received a blank piece of paper on which to write an autobiographical essay (Group E). During Phase 3, Group USA recalled significantly fewer Phase 1 nonsense syllables than did Groups SA and E, both of which recalled approximately the same number of nonsense syllables. The results support previous animal research, which shows that uncontrollable tasks interfere with the retention of a previously learned response. Unconditioned Stimulus (dpeaa)DE-He213 Inescapable Shock (dpeaa)DE-He213 Nonsense Syllable (dpeaa)DE-He213 Paired Comparison Test (dpeaa)DE-He213 Aversive Unconditioned Stimulus (dpeaa)DE-He213 Choban, Michael C. aut Calef, Ruth Ann aut Brand, Roberta L. aut Rogers, Malcolm J. aut Geller, E. Scott aut Enthalten in Bulletin of the Psychonomic Society Springer-Verlag, 1973 30(1992), 2 vom: Aug., Seite 164-166 (DE-627)SPR037022717 nnns volume:30 year:1992 number:2 month:08 pages:164-166 https://dx.doi.org/10.3758/BF03330428 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER AR 30 1992 2 08 164-166 |
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Abstract During Phase 1, 51 college students received 40 nonsense syllables to memorize (free recall). During Phase 2, 17 students received unsolvable anagrams (Group USA), 17 students received solvable anagrams (Group SA), and 17 received a blank piece of paper on which to write an autobiographical essay (Group E). During Phase 3, Group USA recalled significantly fewer Phase 1 nonsense syllables than did Groups SA and E, both of which recalled approximately the same number of nonsense syllables. The results support previous animal research, which shows that uncontrollable tasks interfere with the retention of a previously learned response. © Psychonomic Society, Inc. 1992 |
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Abstract During Phase 1, 51 college students received 40 nonsense syllables to memorize (free recall). During Phase 2, 17 students received unsolvable anagrams (Group USA), 17 students received solvable anagrams (Group SA), and 17 received a blank piece of paper on which to write an autobiographical essay (Group E). During Phase 3, Group USA recalled significantly fewer Phase 1 nonsense syllables than did Groups SA and E, both of which recalled approximately the same number of nonsense syllables. The results support previous animal research, which shows that uncontrollable tasks interfere with the retention of a previously learned response. © Psychonomic Society, Inc. 1992 |
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Abstract During Phase 1, 51 college students received 40 nonsense syllables to memorize (free recall). During Phase 2, 17 students received unsolvable anagrams (Group USA), 17 students received solvable anagrams (Group SA), and 17 received a blank piece of paper on which to write an autobiographical essay (Group E). During Phase 3, Group USA recalled significantly fewer Phase 1 nonsense syllables than did Groups SA and E, both of which recalled approximately the same number of nonsense syllables. The results support previous animal research, which shows that uncontrollable tasks interfere with the retention of a previously learned response. © Psychonomic Society, Inc. 1992 |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">SPR037069306</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230328181815.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">201007s1992 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.3758/BF03330428</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)SPR037069306</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(SPR)BF03330428-e</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Calef, Richard S.</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Effects of unsolvable anagrams on retention</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">1992</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© Psychonomic Society, Inc. 1992</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract During Phase 1, 51 college students received 40 nonsense syllables to memorize (free recall). During Phase 2, 17 students received unsolvable anagrams (Group USA), 17 students received solvable anagrams (Group SA), and 17 received a blank piece of paper on which to write an autobiographical essay (Group E). During Phase 3, Group USA recalled significantly fewer Phase 1 nonsense syllables than did Groups SA and E, both of which recalled approximately the same number of nonsense syllables. 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