Extraversion and Increased Interference in Paired-Associate Learning

Abstract

A previous study had shown that extraverts were superior in serial learning under distraction by competing responses from previously learned material. The present study introduced an incremental interference technique applied to paired-associate learning and verified the previous finding that personality differences can systematically affect standard learning tasks. The learning performance of 11 extraverts, 11 controls and 11 introverts was compared on a task consisting of five pairings of a color and a short animal name, e.g., Black-pig. After S had mastered the first series, the animal names were differently assigned among the colors so S had to learn in the face of competing responses. Finally, the pairings were changed in a third series, at which time the extraverts significantly outperformed (trials to criterion) the introverts, control Ss occupying an intermediate position.