Abstract
In three experiments, analyses of individual-subject data show that temporal point of interruption for a practice recitation of a serial list affected neither the ultimate amount of time needed to master that list nor the amount of time needed for remastery 24 h later. Learning and relearning were by the unpaced whole-presentation method, with scheduled test interruptions at different stages of original learning.
Article PDF
Similar content being viewed by others
Avoid common mistakes on your manuscript.
References
Allen, G. A., Mahler, W. A., &Estes, W. K. Effects of recall tests on long-term retention of paired associates.Journal of Verbal Learning and Verbal Behavior, 1969,8, 463–470.
Birnbaum, I. M., &Eichner, J. T. Study versus test trials and long-term retention in free-recall learning.Journal of Verbal Learning and Verbal Behavior, 1971,10, 516–521.
Bregman, A. S., &Wiener, J. R. Effects of test trials in paired-associate and free-recall learning.Journal of Verbal Learning and Verbal Behavior, 1970,9, 689–698.
Brooke, J. B., &Macrae, A. W. Error patterns in the judgment and production of numerical proportions.Perception & Psychophysics, 1977,21, 336–340.
Derks, P. L. The length-difficulty relation in immediate serial recall.Journal 0f Verbal Learning and Verbal Behavior, 1974,13, 335–354.
Donaldson, W. Output effects in mu1titrial free recall.Journal of Verbal Learning and Verbal Behavior, 1971,10, 577–585.
Hald, A.Statistical theory with engineering applications. New York: Wiley, 1952.
Hogan, R. M., &Kintsch, W. Differential effects of study and test trials on long-term recognition and recall.Journal of Verbal Learning and Verbal Behavior, 1971,10, 562–567.
Hudson, R. L., Solomon, M. L., &Davis, J. L. Effects of presentation and recall trials on clustering and recall.Journal of Verbal Learning and Verbal Behavior, 1972,11, 356–361.
Izawa, C. Function of test trials in paired-associate learning.Journal of Experimental Psychology, 1967,75, 194–209.
Izawa, C. Optimal potentiation effects and forgetting prevention effects of tests in paired-associate learning.Journal of Experimental Psychology, 1970,83, 340–344.
Lachman, R., &Laughery, K. R. Is a test trial a training trial in free recall learning?Journal of Experimental Psychology, 1968,76, 40–50.
Laporte, R., &Voss, J. F. Paired-associate acquisition as a function of number of initial nontest trials.Journal of Experimental Psychology, 1974, 103, 117–123.
Laporte, R. E., &Voss, J. F. Retention of prose materials as a function of postacquisition testing.Journal of Educational Psychology, 1975,67, 259–266.
Martin, E., Fleming, F. G., Hennrikus, D. J., &Erickson, E. A. Studies of the length-difficulty relation in serial memorization.Journal of Verbal Learning and Verbal Behavior. 1977,16, 535–548.
Mcnemar, Q. Note on the sampling error of the difference between correlated proportions or percentages.Psvchometrika, 1947,12, 153–157.
Rosner, S. R The effects of presentation and recall trials on organization in mu1titrial free recall.Journal of Verbal Learning and Verbal Behavior, 1970,9, 69–74.
Tulving, E Subjective organization in free recall of “unrelated” words.Psychological Review. 1962,69, 344–354.
Tulving, E. The effects of presentation and recall of material in tree-recall learrung.Journal of Verbal Learning and Verbal Behavior. 1967,6, 175–184.
Author information
Authors and Affiliations
Additional information
This research was supported by Grant BNS75-15770 from the National Science Foundation.
Rights and permissions
About this article
Cite this article
Martin, E., Fleming, F.G. & Nally, P.D. Effect of temporal locus of a recitation attempt on learning and retention. Memory & Cognition 6, 274–282 (1978). https://doi.org/10.3758/BF03197456
Received:
Accepted:
Issue Date:
DOI: https://doi.org/10.3758/BF03197456