title: The effect of study time distribution on learning and retention: a Goldilocks principle for presentation rate.
abstract: In 2 experiments, we investigated the effect of presentation rate on both immediate (5 min) and delayed (2 days) cued recall of paired associates. Word pairs were presented for a total of 16 s per pair, with presentation duration of individual presentations varying from 1 to 16 s. In Experiment 1, participants studied word pairs with presentation rates of 16 × 1 s, 8 × 2 s, 4 × 4 s, 2 × 8 s, or 1 × 16 s. A nonmonotonic relationship was found between presentation rate and cued recall performance. Both short (e.g., 1 s) and long (e.g., 16 s) presentation durations resulted in poor immediate and delayed recall, compared with intermediate presentation durations. In Experiment 2, we replicated these general findings. Moreover, we showed that the 4 s condition resulted in less proportional forgetting than the 1 s and the 16 s conditions.
authors: Department of Psychology, Erasmus University Rotterdam, Rotterdam, The Netherlands. dejonge@fsw.eur.nl
authors: Mario
authors: M
authors: de Jonge
authors: Huib K
authors: HK
authors: Tabbers
authors: Diane
authors: D
authors: Pecher
authors: René
authors: R
authors: Zeelenberg
mesh_terms: D000704:Analysis of Variance; D001288:Attention / Q000502:physiology*; D003463:Cues; D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall / Q000502:physiology*; D010153:Paired-Associate Learning / Q000502:physiology*; D012153:Retention, Psychology / Q000502:physiology*; D012660:Semantics; D013334:Students; D014495:Universities; D014825:Vocabulary