Verbal and spatial acquisition as a function of distributed practice and code-specific interference.
Theories of memory must account for memory performance during both the acquisition (i.e., ongoing learning) and retention (i.e., following disuse) stages of training. One factor affecting both stages is whether repeated encounters with a set of material occur with no delay between blocks (massed) or...
| Publicado en: | Memory & Cognition Vol. 47; no. 4; pp. 779 - 792 |
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| Autores principales: | , , , |
| Formato: | Artículo |
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Springer Nature
May2019
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=136445166&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 136445166 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 0090502X MEG jtl: Memory & Cognition issn: 0090502X maglogo: N pubinfo: dt: May2019 vid: 47 iid: 4 pid: 237 pub: Springer Nature artinfo: ui: 136445166 10.3758/s13421-019-00892-x ppf: 779 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P size: 759KB tig: atl: Verbal and spatial acquisition as a function of distributed practice and code-specific interference. aug: au: Young, Adam P. Healy, Alice F. Jones, Matt Bourne, Lyle E. affil: University of Colorado Boulder, Boulder, CO, USA su: Ability Learning Memory Psychology Reading Training Task performance Space perception Verbal behavior Theory sug: subj: Ability Learning Memory Psychology Reading Training Task performance Space perception Verbal behavior Theory keyword: Acquisition Interference Interleaving Spacing effect Acquisition Interference Interleaving Spacing effect ab: Theories of memory must account for memory performance during both the acquisition (i.e., ongoing learning) and retention (i.e., following disuse) stages of training. One factor affecting both stages is whether repeated encounters with a set of material occur with no delay between blocks (massed) or alternating with another intervening task (spaced). Whereas the retention advantage for spaced over massed practice is well accounted for by some current theories of memory, theories of decay or general interference predict massed, rather than spaced, advantages during acquisition. In a series of 3 experiments, we show that the effects of spacing on acquisition depend on the relationship between primary and delay tasks. Specifically, massed acquisition advantages occur only in the presence of code-specific interference (the engagement in two alternating tasks both emphasizing the same processing code, such as verbal or spatial processing codes; e.g., learning letter–number pairs and reading text), whereas spaced acquisition advantages are observed only when code-specific interference is absent. These results present a challenge for major theories of memory. Furthermore, we argue that code-specific interference is important for researchers of the spacing and interleaving effects to take into consideration, as the relationship between the alternating tasks used has a substantial impact on acquisition performance. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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