Spacing effects in memory: evidence for a two-process account

By R. Greene. 1989

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Citations in the corpus

Structural Synaptic Plasticity Has High Memory Capacity and Can Explain Graded Amnesia, Catastrophic Forgetting, and the Spacing Effect (2014, methodology): “Last, our model is able to bridge different models, describing the spacing effect [43] on psychological [41,42,106] and molecular levels [141] by identifying structural synaptic plasticity as the potential cellular mechanism for spacing effects.”
Application of the Testing and Spacing Effects to Name Learning (2005, background): “In his two-process theory, Greene (1989, 1990) proposed that for cued-memory tests, participants intentionally allocate rehearsal to items based on their perception of how easily the items will be remembered in the future.”
Effects of distributed practice on the acquisition of second language English syntax (2010, background): “The effect has been found under intentional and incidental learning conditions (Challis, 1993), in recognition and recall tasks (Greene, 1989), and in implicit and explicit memory tasks (e.g., Greene, 1990).”
Effectiveness of vocabulary learning via mobile phone (2008, background): “Thornton and Houser concluded that the regular messages sent by mobile phone could generate the spacing effect (c.f. Dempster 1987; Greene 1989), which facilitated vocabulary retrieval.”
Using mobile phones in English education in Japan (2005, background): “(Greene (1989) reviews studies investigating the spacing effect.)”
Spacing and Testing Effects: A Deeply Critical, Lengthy, and At Times Discursive Review of the Literature (2010, methodology): “Toppino and Bloom (2002), in their Experiment 1, replicated an experiment of Greene (1989) that compared free recall following incidental and intentional learning.”
Spacing and lag effects in free recall of pure lists (2005, background): “One popular account sees subjects as devoting less attention or rehearsal to successively repeated, or massed, items (Rundus, 1971; Hintzman, 1976; Greene, 1989 ).”
Optimising Learning Using Flashcards: Spacing Is More Effective Than Cramming (2009, background): “Another explanation of the spacing effect is diminished effort in the massed condition: People sometimes pay less attention to the second presentation of a massed item than they pay to the second presentation of a spaced item, because the massed item is already highly familiar the second time it is ”
The effects of overlearning and distributed practise on the retention of mathematics knowledge (2006, background): “For instance, in Grote (1995), the Massers learned only on Day 1 while the Spacers’ learning continued from Day 1 through Day 22.”