Effects of Repetition as a Function of Study-Phase Retrieval

Thios, Samuel J.; D’Agostino, Paul R.; Lovelace, Eugene A.

doi:10.1037/e666602011-347

Cited by 133 publications

(116 citation statements)

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“…This theory states that the distributed practice effect will disappear if items are not retrieved at the second learning session (e.g., Greene, 1989;Thios & D'Agostino, 1976;Toppino & Bloom, 2002;Verkoeijen et al, 2004). In the case of the present study, many of the items were probably not retrieved at the second learning session, when participants repeated learning across the different complexplace contexts.…”

Section: Discussionmentioning

confidence: 73%

Effects of Simple- and Complex-Place Contexts in the Multiple-Context Paradigm

Isarida

Isarida²

2010

Quarterly Journal of Experimental Psychology

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In four experiments, a total of 384 undergraduates incidentally learned a list of 24 nouns twice in the same context (same-context repetition) or different contexts (different-context repetition). Free recall was measured in a neutral context. Experiments 1, 2, and 3 used a context repetition (same- or different-context repetition) × inter-study and retention intervals (10 min or 1 day) between-participants design. Context was manipulated by the combination of place, social environment, and encoding task (Experiment 1), place and social environment (Experiment 2), or place alone (Experiment 3). Experiment 4 used a context repetition × type of context (context manipulated by place or by place, social environment, and encoding task) between-participants design, with a 10-min inter-study interval and a one-day retention interval. The present results indicate that the determinant of the superiority of same- or different-context repetition in recall is the type of context. Implications of the results were discussed.

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Section: Discussionmentioning

confidence: 73%

Effects of Simple- and Complex-Place Contexts in the Multiple-Context Paradigm

Isarida

Isarida²

2010

Quarterly Journal of Experimental Psychology

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“…This account proposes that the benefit of spaced study results from increased encoding variability for repetitions separated by time or intervening items relative to repetitions that are studied consecutively. Often, the account suggests that participants must retrieve the first presentation of an item when it is later re-studied to obtain the full mnemonic benefit of spaced study (e.g., Madigan, 1969; Melton, 1967; Thios & D’Agostino, 1976)). Our results are generally consistent with this account when examining the single-test and three-test conditions (see Figure 3; Experiment 1).…”

Section: Discussionmentioning

confidence: 99%

Retrieval practice and spacing effects in young and older adults: An examination of the benefits of desirable difficulty

Maddox

Balota

2015

Mem Cogn

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The present study examined how the function relating continued retrieval practice (e.g., 1, 3, or 5 tests) and long-term memory retention is modulated by desirable difficulty (Bjork, 1994). Of particular interest was how retrieval difficulty differed across young and older adults and across manipulations of lag (Experiment 1) and spacing (Experiment 2). To extend on previous studies, acquisition phase response latency was used as a proxy for retrieval difficulty, and analysis of final test performance was conditionalized on acquisition phase retrieval success to more directly examine the influence of desirable difficulty on retention. Results from Experiment 1 revealed that continued testing in the short lag condition led to consistent increases in retention, whereas continued testing in the long lag condition led to increasingly smaller benefits in retention for both age groups. Results from Experiment 2 revealed that repeated spaced testing enhanced retention relative to taking one spaced test for both age groups; however, repeated massed testing only enhanced retention over taking one test for young adults. Across both experiments, the response latency results were overall consistent with an influence of desirable difficulty on retention. Discussion focuses on the role of desirable difficulty during encoding in producing the benefits of lag, spacing, and testing.

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“…The notion that the demonstration of the spacing effect in free recall is conditional upon study-phase retrieval has been supported by several studies (e.g., Johnston & Uhl, 1976;Thios & D'Agostino, 1976;Toppino & Bloom, 2002;Toppino, Hara, & Hackman, 2002). This would indicate that when individuals differ with respect to study phase retrieval they will also differ in the size of the expected spacing effect.…”

Section: Spacing Effect: Data and Theorymentioning

confidence: 94%