The problem was to determine the facilitating and/or interfering effects of knowledge concerning the kinds of change that might be made in shifting from a perceptual-motor task that has just been learned to a subsequent interpolated task. The experimental design called for original learning (OL), interpolated learning (IL), and relearning (RL) phases of practice, with the period for informative instructions coming between the OL and IL phases. Task A was used for OL and RL and either Task B or Task J for IL. Familiarity with the principal features of the tasks will help in explaining the problem.
Proceedings of the Iowa Academy of Science
©1956 Iowa Academy of Science, Inc.
Pisoni, Stephanie and Wagner, Allan R.
"The Role of Special Instructions in the Successive Performance of Different Tasks on the Star Discrimeter,"
Proceedings of the Iowa Academy of Science, 63(1), 556-562.
Available at: https://scholarworks.uni.edu/pias/vol63/iss1/58