Research article summary (published 29 Jun 2006):

Do distractors interfere with memory for study pairs in associative recognition?

Full Abstract

In an associative recognition task, distractors generally consist of a rearrangement of the items composing the study pairs. This makes it possible that processing the distractors generates retroactive interference on memory for the study pairs. In Experiment 1, we explored this possibility in a yes/no recognition test concerning previously learned arbitrary associations between visual symbols and auditory syllables. Rearranged pairs had a deleterious impact on the accuracy and the speed of responses to related correct pairs. This effect did not vary as a function of the number of training blocks, and furthermore, in Experiment 2, the same effect was observed for overlearned small multiplication facts. These results suggest that exposure to potentially confounding information generates interference even if this information is known to be incorrect. Some implications are outlined, especially with regard to the widespread use of multiple-choice tests in knowledge evaluation.

Author information

Author/s: Perruchet, Pierre (P); Rey, Arnaud (A); Hivert, Eimeric (E); Pacton, Sébastien (S);

Affiliation: Université de Bourgogne, LEAD/CNRS, Pole AAFE, Esplanade Erasme, 21000 Dijon, France. pierre.perruchet(-atsign-)u-bourgogne.fr

Journal and publication information

Publication Type: Journal Article

Journal: Memory & cognition (Mem Cognit), published in United States. (Language: eng)

Reference: 2006-Jul; vol 34 (issue 5) : pp 1046-54

Dates: Created 2006/11/28; Completed 2007/01/09;

PMID: 17128603, status: MEDLINE (last retrieval date: 2/18/2009, IMS Date: 18 Feb 2009 00:00:00)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Attention Humans Language Mental Recall Overlearning Paired-Associate Learning

Paired-Associate Learning Reaction Time Reading Retention (Psychology) Semantics Speech Perception

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