Poster F78, Tuesday, March 28, 8:00 – 10:00 am, Pacific Concourse
Sequencing Effects on the Retention of Generalized Knowledge and Source Memory
Sharon Noh1, Alison Preston1; 1University of Texas at Austin
Though the goal of learning is enhanced long-term retention, most training programs are validated based on immediate performance and rarely tested following a delay. We used a category learning paradigm to assess the degree to which generalized knowledge and memory for detail is preserved as a function of training with different study schedules (blocked vs. interleaved) following a one-week delay. Participants were trained to identify paintings by different artists for which half of the artists were studied in a blocked schedule (i.e., all paintings of the artist were presented sequentially), and the remainder were learned in an interleaved schedule (i.e., paintings for multiple artists were intermixed). After training, participants completed a generalization task (identifying the artist of a novel painting) and a recognition task (identifying the source of a previously studied painting) that were administered immediately after training, as well as after a 1-week delay. A 2 (schedule) x 2 (delay) ANOVA was conducted to assess the effects of training schedule on generalization and source memory across time. For the source memory task, there was a main effect of delay such that significant performance declines were observed following a 1-week delay. For generalization, however, there was a schedule x delay interaction—interleaved training led to superior generalization performance (relative to blocked) immediately after training, but this difference was attenuated as the blocked condition showed improved performance following a week delay. These results suggest that although memory for detail declines over time, generalized knowledge is preserved and in some cases, improved.
Topic Area: LONG-TERM MEMORY: Episodic