Effects of unsolvable anagrams on retention

Abstract

During Phase 1, 51 college students received 40 nonsense syllables to memorize (free recall). During Phase 2, 17 students received unsolvable anagrams (Group USA), 17 students received solvable anagrams (Group SA), and 17 received a blank piece of paper on which to write an autobiographical essay (Group E). During Phase 3, Group USA recalled significantly fewer Phase 1 nonsense syllables than did Groups SA and E, both of which recalled approximately the same number of nonsense syllables. The results support previous animal research, which shows that uncontrollable tasks interfere with the retention of a previously learned response. © 1992, Psychonomic Society, Inc.. All rights reserved.