Influence of Degree of Intentional Learning upon the Performance of an Incidental Task

Abstract

Incidental learning was measured at various stages of intentional learning. Results indicated the best performance on the incidental learning task took place at the initial and terminal stages of intentional learning. It was hypothesized that Ss respond to a number of irrelevant stimuli at the onset of a problem, thereby experiencing more of the problem's incidental aspects. As behavior becomes increasingly dependent upon relevant cues, sampling of the irrelevant (incidental) cues is minimized. Incidental learning decreases, therefore, Ss training increases. This process occurs to a point, then reverses. When the task set by E is seen as mastered, S begins seeking additional information from the stimuli present, resulting again in considerable incidental learning. The results and proposed explanations were believed to be in accordance with an earlier study by Bahrick (1957).