scholarly journals Persistence of the spacing effect in free recall under varying incidental learning conditions

1976 ◽  
Vol 4 (4) ◽  
pp. 369-377 ◽  
Author(s):  
John J. Shaughnessy
Keyword(s):  
Free Recall ◽  
Incidental Learning ◽  
Spacing Effect ◽  
Learning Conditions

Limitations to the Spacing Effect

2005 ◽  
Vol 52 (4) ◽  
pp. 257-263 ◽  
Author(s):  
Peter P. J. L. Verkoeijen ◽  
Remy M. J. P. Rikers ◽  
Henk G. Schmidt
Keyword(s):  
Free Recall ◽  
Phase Retrieval ◽  
Incidental Learning ◽  
Factor Model ◽  
Recall Performance ◽  
Spacing Effect ◽  
Word List ◽  
Intentional Learning ◽  
Study Phase ◽  
Learning Condition

Abstract. The spacing effect refers to the finding that memory for repeated items improves when the interrepetition interval increases. To explain the spacing effect in free-recall tasks, a two-factor model has been put forward that combines mechanisms of contextual variability and study-phase retrieval (e.g., Raaijmakers, 2003 ; Verkoeijen, Rikers, & Schmidt, 2004 ). An important, yet untested, implication of this model is that free recall of repetitions should follow an inverted u-shaped relationship with interrepetition spacing. To demonstrate the suggested relationship an experiment was conducted. Participants studied a word list, consisting of items repeated at different interrepetition intervals, either under incidental or under intentional learning instructions. Subsequently, participants received a free-recall test. The results revealed an inverted u-shaped relationship between free recall and interrepetition spacing in both the incidental-learning condition and the intentional-learning condition. Moreover, for intentionally learned repetitions, the maximum free-recall performance was located at a longer interrepetition interval than for incidentally learned repetitions. These findings are interpreted in terms of the two-factor model of spacing effects in free-recall tasks.

Spacing Effect in Free Recall as an Obligatory Phenomenon

1976 ◽  
Vol 38 (3_suppl) ◽  
pp. 1321-1322
Author(s):  
James D. Evans
Keyword(s):  
Free Recall ◽  
Incidental Learning ◽  
Spacing Effect ◽  
Positive Function ◽  
Human Memory ◽  
Intentional Learning ◽  
Automatic Processes ◽  
Spacing Interval

Theories of human memory which stress the importance of optional study processes predict that the spacing of repetitions will affect the free recall of twice-presented words only under intentional learning. The present investigation, involving 36 subjects, compared the “spacing effect” obtained with incidental learning to that obtained with intentional learning. That the level of free recall increased as a positive function of the spacing interval under both types of learning upheld hypotheses which attribute the spacing phenomenon to obligatory, or automatic, processes.

Effect of a Retention Interval on Recall of Presentation Mode

1975 ◽  
Vol 40 (1) ◽  
pp. 127-130 ◽  
Author(s):  
Alida S. Westman
Keyword(s):  
College Students ◽  
Free Recall ◽  
Retention Interval ◽  
Incidental Learning ◽  
Presentation Mode ◽  
Learning Conditions ◽  
Written Word ◽  
Taxonomic Categories

Using photographs and words, 6 instances of each of 6 taxonomic categories were presented under incidental learning conditions to 48 college students. Either 3 min. or 1 wk. after seeing the items, the students were unexpectedly asked to free-recall the items and further to recall the presentation mode of each, i.e., whether it had been presented as a photograph or as a written word. The results showed that, for recalled items, recollection of presentation mode was better before the 1-wk. retention interval than after it and better following photographic than verbal presentation. In fact, after the 1-wk. retention interval, presentation mode of items presented as written words was recollected incorrectly as often as correctly even if the content of the items was correctly recalled.

scholarly journals The Influence of the Differences in Intentional Learning and Incidental Learning Conditions on Retention and Transfer in Motor Learning

2014 ◽  
Vol 29 (2) ◽  
pp. 253-257
Author(s):  
Shinpei OSAKI ◽  
Kozo UETA ◽  
Shinya CHIYOHARA ◽  
Kazunari SANO ◽  
Makoto HIYAMIZU ◽  
...  
Keyword(s):  
Motor Learning ◽  
Incidental Learning ◽  
Intentional Learning ◽  
Learning Conditions

Speed and memory in WAIS–R–NI Digit Symbol performance among healthy older adults

2000 ◽  
Vol 6 (7) ◽  
pp. 770-780 ◽  
Author(s):  
STEPHEN JOY ◽  
DEBORAH FEIN ◽  
EDITH KAPLAN ◽  
MORRIS FREEDMAN
Keyword(s):  
Older Adults ◽  
Free Recall ◽  
Incidental Learning ◽  
Supplementary Information ◽  
Digit Symbol ◽  
Motor Speed ◽  
Healthy Older Adults ◽  
Adult Lifespan ◽  
Paired Associates ◽  
Few Data

Although roles have been proposed for both graphomotor speed and learning in the execution of Digit Symbol, few data have been available concerning performance across the adult lifespan on the Symbol Copy, paired associates, or free recall measures derived from Digit Symbol and recommended in the WAIS–R–NI. We report findings on 177 healthy older adults (ages 50–90), providing normative data by age group, education level, and gender. As previously reported, Digit Symbol scores decline steeply with age (r = −.64). Symbol Copy speed declines almost as steeply (r = −.58). Incidental learning, however, declines only modestly (r = −.26 on both measures). Symbol Copy is a far stronger correlate of Digit Symbol (r = .72) than are paired associates or free recall (r = .26 and r = .28, respectively). The 2 incidental learning measures do, however, offer valuable supplementary information as part of a comprehensive individual assessment. When low Digit Symbol scores are produced by slowing on Symbol Copy, further evaluation of perceptual and motor speed and dexterity are indicated. When low incidental learning scores are obtained, further evaluation of memory is warranted. Qualitative analysis of errors (e.g., rotations) made on the incidental learning procedures may also be valuable. (JINS, 2000, 6, 770–780.)

scholarly journals The spacing effect in the free recall of homogeneous lists: Present and accounted for

2002 ◽  
Vol 30 (4) ◽  
pp. 601-606 ◽  
Author(s):  
Thomas C. Toppino ◽  
Yoko Hara ◽  
Jessica Hackman
Keyword(s):  
Free Recall ◽  
Spacing Effect

Gender Differences on WAIS-III Incidental Learning, Pairing, and Free Recall

2008 ◽  
Vol 15 (2) ◽  
pp. 117-122 ◽  
Author(s):  
Joseph J. Ryan ◽  
David S. Kreiner ◽  
Heather A. Tree
Keyword(s):  
Gender Differences ◽  
Free Recall ◽  
Incidental Learning
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