Efficiency of Learning When Both Incidental and Intentional Learning Occur Simultaneously

Abstract

This project investigated the effect of incidental visual stimuli on the efficiency of learning factual material. Verbal learning situations were employed to investigate whether tachistoscopically presented incidental word stimuli, intended to facilitate learning, would result in test performance which was: (1) improved and (2) related to stimulus magnitude, (3) sex, (4) color, or (5) the method of control of the presentation of focal material and cue word. The results imply that it may be possible to improve the efficiency of the learning of factual material in the classroom by as much as 42% if incidental and intentional learning occur simultaneously.