Exploring the repetition paradox: The effects of learning context and massed repetition on memory

Abstract

Although repetition is generally assumed to enhance the accessibility of memory for rehearsed material, recent research has suggested that prolonged repetition might actually be detrimental under some conditions. In the present work, we manipulated repetition duration and learning condition (intentional vs. incidental) in an effort to clarify the relationship between repetition and memory. Replicating previous findings, memory for repeated items declined with increased repetition under incidental-learning conditions. However, increased repetition had the opposite effect under intentional-learning conditions. Taken together, these results provide evidence for distinctive mechanisms of memory acquisition during repetition that vary depending on learning context.

Sexual Excitement as a Function of Stimulus Novelty Level and its Repetitions in a Male Pig-Tail Macaque (Macaca Nemestrina) Model (A Medical Hypothesis)

“…These result could support the idea that although repetition under incidental-learning conditions could declined the memory of repeated items [18] so could kept its effect on excitement but prior item repetition reduces attention to subsequent presentations of the item, decreasing the likelihood that critical item-source associations will be encoded [19].…”

Prospective Study on a Fast-Track Training in Psychiatry for Medical Students: The Psychiatric Hat Game

“…2). At three months, among those who participated to the game, the mean score reached 14.3 ± 3.1 [3][4][5][6][7][8][9][10][11][12][13][14][15][16][17][18][19][20], which was higher than the rst scores (11.6 ± 3.2, p < 0.001 [3][4][5][6][7][8][9][10][11][12][13][14][15][16][17][18][19][20], N = 139, Fig. 3).…”

“…Repetition is also thought to increase learning when it occurs incidentally. Some studies showed that intentionally massed repetition might be detrimental to memory whereas incidental repetition might be bene cial [4]. Gami ed training appears to be a good way to incidentally generate repetition and to provide medical knowledge, especially if several of the four well-known sensory types of inputs (oral/hearing, reading/writing, visual and kinesthetic) are involved [5,6].…”

Estimating the minimum number of opportunities needed for all students to achieve predicted mastery

“…However, for initial learning, more practice becomes over-practice, and once learned, there are also downsides with continued repetition and might even be detrimental under certain conditions. Memory for repeated items decline with increased repetition under incidental-learning conditions (English & Visser, 2013). Response times were significantly longer when a category was repeated aloud for 30 s, as compared to only three seconds (Smith, 1984).…”