title: Degree of learning, interpolated tests, and rate of forgetting.
abstract: The purpose of the two experiments reported here was to observe the effects of degree of learning, interpolated tests, and retention interval, primarily on the rate of forgetting of a list of words, and secondarily on hypermnesia for those words. In the first experiment, all the subjects had one study trial on a list of 20 common words, followed by two tests of recall. Half of the subjects had further study and test trials until they had learned the words to a criterion of three correct consecutive recalls. Two days later, half of the subjects under each learning condition returned for four retention tests, and 16 days later, all the subjects returned for four tests. Experiment 2 was similar, except that all the subjects had at least three study trials followed by four recall tests on Day 1, intermediate tests were given 2 or 7 days later, and they all had final tests 14 days later. The results showed that rate of forgetting was attenuated by an additional intermediate set of tests but not by criterion learning. Hypermnesia was generally found over the tests that were given after a retention interval of 2 or more days. The best predictor of the amount of hypermnesia over a set of tests was the difference between overall cumulative recall and net recall on the first test of the set.
authors.affiliation: Department of Psychology, Memorial University of Newfoundland, St. John's, Canada.
authors.forename: R J
authors.initials: RJ
authors.lastname: Rose
mesh_terms: D000124:Achievement; D000328:Adult; D001288:Attention; D006801:Humans; D011939:Mental Recall; D011214:Practice, Psychological; D012153:Retention, Psychology; D012718:Set, Psychology; D014706:Verbal Learning