The spacing effect depends on an encoding deficit, retrieval, and time in working memory: evidence from once-presented words.
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1998-01
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The spacing effect in list learning occurs because identical massed items suffer encoding deficits and because spaced items benefit from retrieval and increased time in working memory. Requiring the retrieval of identical items produced a spacing effect for recall and recognition, both for intentional and incidental learning. Not requiring retrieval produced spacing only for intentional learning because intentional learning encourages retrieval. Once-presented words provided baselines for these effects. Next, massed and spaced word pairs were judged for matches on their first three letters, forcing retrieval. The words were not identical, so there was no encoding deficit. Retrieval could and did cause spacing only for the first word of each pair; time in working memory, only for the second.
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Braun, K, and DC Rubin (1998). The spacing effect depends on an encoding deficit, retrieval, and time in working memory: evidence from once-presented words. Memory, 6(1). pp. 37–65. 10.1080/741941599 Retrieved from https://hdl.handle.net/10161/10150.
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David C. Rubin
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My main research interest has been in long-term memory, especially for complex (or "real-world") stimuli. This work includes the study of autobiographical memory and oral traditions, as well as prose. I have also studied memory as it is more commonly done in experimental psychology laboratories using lists. In addition to this purely behavioral research, which I plan to continue, I work on memory in clinical populations with the aid of a National Institute of Mental Health grant to study PTSD and on the underlying neural basis of memory the aid of a National Institute of Aging grant to study autobiographical memory using fMRI.
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