INTERLINGUAL INTERFERENCE AND MEMORY PROCESSES

Bilingual Ss learned eight-item paired-associate lists with four English and four German words as stimuli and the digits 1-8 as responses. Four translated word pairs wee used as stimulus terms for Experimental lists and unrelated words were used for Control lists. Interlingual interference was observed, in that the Experimental lists were harder to learn than the Control lists. It was concluded that the semantic relationships between words in different languages influence tasks involving secondary memory. No interlingual interference was obtained in a second learning situation which depended mostly upon primary memory. © 1969 Academic Press Inc. All rights reserved.