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…

Students (N = 124) viewed 14 timed Web pages that distinguished 14 confusing word pairs. In a 2 x 2 factorial design, the authors gave all of the students matrices containing representational pictures for each pair of words, as well as examples of each word in use. One factor in the design was the absence or presence of rules of usage for each…

Confirms studies which have shown that rehearsal enhances recall if appropriate cues are related to the materials. (RB)

Concludes that recall of a second item of a pair when cued with the first was significantly influenced by both pair relationship and the processing task. (RB)

It was found in a retention test that progressive elaboration was superior to single-response elaboration, as in the Bower and Reitman (1972) study; the present study was an extension of that Bower and Reitman study. (Author/RK)

Study was conducted with the purpose of analyzing individual differences in the use of organizing strategies and considering their relationship to performance involving short-term memory. (Author/CB)

Two experiments examined the role of meaningfulness (m), perceptual grouping, and organizational factors in recognition memory of consonant-vowel-consonant (CVC) trigram stimuli. (Editor)