PROACTIVE EFFECTS IN MEANINGFUL VERBAL LEARNING AND RETENTION

Proactive learning of Buddhism material by 143 Grade 13 students induced neither interference nor facilitation in the meaningful learning and retention of a Zen Buddhism passage. This is contrary to the typical proactive interference finding in rote verbal learning. Overlearning of the Buddhism passage had no significant effect on the meaningful learning and retention of the Zen Buddhism material. Also there was no significant interaction between either proactive variable (learning or overlearning) and the length of the retention interval (immediate vs. 7 days). (24 ref.) (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1969 American Psychological Association.