title: The effect of spacing repetitions on the recognition memory of young children and adults.
abstract: In Experiment 1, preschoolers, first graders, and third graders were presented a list of pictures that included twice-presented items separated by varying numbers of intervening items. Performance on a subsequent recognition test improved as the spacing between repetitions increased, but the effect of spacing did not interact reliably with grade level. In Experiment 2a, we replicated the spaced-repetition effect in young children and found a similar effect in college students. In Experiment 2b, we varied the conditions under which lists were presented to college students and again found a spacing function that was comparable to that of very young children. The results are consistent with the hypothesis that spaced-repetition effects in recognition are produced by fundamental memory mechanisms that are operational at a very early age and which undergo little change with development.
authors.affiliation: Department of Psychology, Villanova University, PA 19085.
authors.forename: T C
authors.initials: TC
authors.lastname: Toppino
authors.forename: J E
authors.initials: JE
authors.lastname: Kasserman
authors.forename: W A
authors.initials: WA
authors.lastname: Mracek
mesh_terms: D000328:Adult; D001288:Attention; D002648:Child; D002657:Child Development; D002675:Child, Preschool; D004193:Discrimination Learning; D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall; D010364:Pattern Recognition, Visual; D012153:Retention, Psychology