Going beyond the spacing effect: Does it matter how time on a task is distributed?
We assessed the effects of removing some constraints that characterise traditional experiments on the effects of spaced, rather than massed, study opportunities. In five experiments—using lists of to-be-remembered words—we examined the effects of how total study time was distributed across multiple...
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| Published in: | Quarterly journal of experimental psychology (2006) Vol. 76; no. 5; pp. 1131 - 1154 |
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| Main Authors: | , , |
| Format: | Journal Article |
| Language: | English |
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London, England
SAGE Publications
01-05-2023
Sage Publications Ltd |
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| Abstract | We assessed the effects of removing some constraints that characterise traditional experiments on the effects of spaced, rather than massed, study opportunities. In five experiments—using lists of to-be-remembered words—we examined the effects of how total study time was distributed across multiple repetitions of a given to-be-remembered word. Overall, within a given list, recall profited from study time being distributed (e.g., four 1-s presentations or two 2-s presentations vs one 4-s presentation). Among the implications of these findings is that if students choose to engage in massed studying (by virtue of constraints on their study time or a failure to appreciate the benefits of spaced study sessions), then studying the information twice but for half the time may produce memory benefits in a single study session. |
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| AbstractList | We assessed the effects of removing some constraints that characterise traditional experiments on the effects of spaced, rather than massed, study opportunities. In five experiments—using lists of to-be-remembered words—we examined the effects of how total study time was distributed across multiple repetitions of a given to-be-remembered word. Overall, within a given list, recall profited from study time being distributed (e.g., four 1-s presentations or two 2-s presentations vs one 4-s presentation). Among the implications of these findings is that if students choose to engage in massed studying (by virtue of constraints on their study time or a failure to appreciate the benefits of spaced study sessions), then studying the information twice but for half the time may produce memory benefits in a single study session. We assessed the effects of removing some constraints that characterise traditional experiments on the effects of spaced, rather than massed, study opportunities. In five experiments—using lists of to-be-remembered words—we examined the effects of how total study time was distributed across multiple repetitions of a given to-be-remembered word. Overall, within a given list, recall profited from study time being distributed (e.g., four 1-s presentations or two 2-s presentations vs one 4-s presentation). Among the implications of these findings is that if students choose to engage in massed studying (by virtue of constraints on their study time or a failure to appreciate the benefits of spaced study sessions), then studying the information twice but for half the time may produce memory benefits in a single study session. |
| Author | Murphy, Dillon H Bjork, Elizabeth L Bjork, Robert A |
| Author_xml | – sequence: 1 givenname: Dillon H orcidid: 0000-0002-5604-3494 surname: Murphy fullname: Murphy, Dillon H email: dmurphy8@ucla.edu organization: Department of Psychology, University of California Los Angeles, Los Angeles, CA, USA – sequence: 2 givenname: Robert A surname: Bjork fullname: Bjork, Robert A organization: Department of Psychology, University of California Los Angeles, Los Angeles, CA, USA – sequence: 3 givenname: Elizabeth L surname: Bjork fullname: Bjork, Elizabeth L organization: Department of Psychology, University of California Los Angeles, Los Angeles, CA, USA |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/35786148$$D View this record in MEDLINE/PubMed |
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| Keywords | difficulty repetition effect free recall Spacing effect |
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| SubjectTerms | Humans Mental Recall Original Students Time Factors |
| Title | Going beyond the spacing effect: Does it matter how time on a task is distributed? |
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