Semantic Anchors Facilitate Task Encoding in Continual Learning.

The Group × Time interaction was not significant when tested two-sided, F (1, 211) = 2.69, p = .103, but close to significance when tested one-sided, p = .052 (in line with our directional hypothesis), suggesting that semantically meaningful labels helped both learning as well as reduce the decline in performance during the test phase, when retrieval demands and task interference are greatest.

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In summary, while there was no evidence of a labeling effect across all six blocks, a numerical trend of Label toward the end suggests that semantic labeling might have shown an influence on performance as participants become more familiar with the task ( Figures 6A , 6B ).

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