The spacing effect, free recall, and two-process theory: a closer look.
Two experiments used procedures similar to those used by R. L. Greene (1989) to test the 2-process theory of the spacing effect and, in particular, the contextual-variability subtheory that applies to free-recall performance. Experiment 1 obtained a spacing effect in free recall following intentional learning but not following incidental learning, contrary to a previous result supporting the 2-process theory. Experiment 2 replicated the incidental-learning results when a slow presentation rate was used. However, with a faster presentation rate, a spacing effect was obtained, and performance exceeded that of the slow-presentation-rate condition at the longest lag. Neither the contextual-variability subtheory of 2-process theory nor an alternative deficient-processing hypothesis was able to account for all of the data.
Toppino
Thomas C
TC
Department of Psychology, Villanova University, Pennsylvania 19085, USA. thomas.toppino@villanova.edu
Bloom
Lance C
LC
D000704:Analysis of Variance; D003463:Cues; D006801:Humans; D033182:Intention; D008568:Memory / Q000502:physiology*; D011939:Mental Recall / Q000502:physiology*; D012153:Retention, Psychology; D012660:Semantics; D013028:Space Perception / Q000502:physiology*; D013997:Time Factors; D014825:Vocabulary