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Direct linkMulligan, Neil W.; Peterson, Daniel J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
A fundamental property of human memory is that repetition enhances memory. Peterson and Mulligan (2012) recently documented a surprising "negative repetition effect," in which participants who studied a list of cue-target pairs twice recalled fewer targets than a group who studied the pairs only once. Words within a pair rhymed, and…
Descriptors: Memory, Repetition, Paired Associate Learning, Word Lists
Do Students Think That Difficult or Valuable Materials Should Be Restudied Sooner Rather than Later?
Cohen, Michael S.; Yan, Veronica X.; Halamish, Vered; Bjork, Robert A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
Despite the clear long-term benefits of spaced practice, students and teachers often choose massed practice. Whether learners actually fail to appreciate the benefits of spacing is, however, open to question. Early studies (e.g., Zechmeister & Shaughnessy, 1980) found that participants' judgments of learning were higher after massed than after…
Descriptors: Study Habits, Intervals, Time Management, Time Factors (Learning)
Beilock, Sian L.; DeCaro, Marci S. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2007
Two experiments demonstrate how individual differences in working memory (WM) impact the strategies used to solve complex math problems and how consequential testing situations alter strategy use. In Experiment 1, individuals performed multistep math problems under low- or high-pressure conditions and reported their problem-solving strategies.…
Descriptors: Problem Solving, Memory, Cognitive Style, Contingency Management
