18 Michigan undergraduates were read a list of 20 word pairs which varied systematically in terms of both word association strength and associative overlap. An attempt was made to reduce intentional learning of the pairs. Following 40 min. of interpolated paper-and-pencil activity Ss were presented the stimuli and asked to recall the responses. Both word association and associative overlap strength correlated positively with recall. These results, obtained under conditions of incidental learning and interpolated activity, parallel results obtained with immediate recall following intentional learning.
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