Proactive Inhibition after Self-Paced Study

Proactive inhibition (PI) and release in the Brown—Peterson paradigm were observed after self-paced study of items to be remembered. Study times and recall levels varied across conditions, trials, and item positions in each triad. The hypothesis that PI results from faster study and that release results from slower study due to the respective presence or absence of intertrial activation (Talasli, 1984) was confirmed only in the first item of the release trial. On other occasions, activation influenced the study time-recall relationship in three ways. First, when activation intensity reached the potential to impair recall, study time increased and recall remained high. Second, as activation further intensified, subjects failed to increase study time and recall declined. Third, when activation was most intense, study time increased but recall continued to decline. Such effects appear to be responses to activation intensity; not only did they first appear as a function of intensity but they also showed replications at earlier item positions across trials and conditions as activation intensified. Thus, PI may result from the combined effect of inter- and intratrial activation

Audiology · Cognitive psychology · Developmental psychology · Recall · Medicine · Memory and Neural Mechanisms · Memory Processes and Influences · Neural and Behavioral Psychology Studies · Psychology

• Some Tests of the Decay Theory of Immediate Memory

  Open Access•John L Brown, John Brown•Quarterly Journal of Experimental…•1958

  Add to list

• Short-term retention of individual verbal items.

  Lloyd Peterson, Margaret Jean Peterson•Journal of Experimental…•1959

  Add to list

• Proactive Inhibition as a Result of Activation

  Open Access•Umur Talasli•Psychological Reports•1984

  Add to list

• The total-time hypothesis in verbal learning

  Elaine H Cooper, Allan J Pantle et al.•Psychological Bulletin•1967

  Add to list