Component-levels theory of the effects of spacing of repetitions on recall and recognition

By Arthur M. Glenberg. 1979

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Citations in the corpus

Contextual Diversity, Not Word Frequency, Determines Word-Naming and Lexical Decision Times (2006, background): “Research on memory, however, has found that the extent to which the number of repeated exposures to a particular item affects that item’s later retrieval depends on the separation of the exposures in time and context (Glenberg, 1976, 1979).”
Spacing Effects in Real-World Classroom Vocabulary Learning (2011, background): “For example, the current findings potentially could be explained by the encoding (or contextual) variability hypothesis (Glenberg, 1979).”
Spaced Repetition Promotes Efficient and Effective Learning (2016, background): “Email: Sean.H.Kang@dartmouth.edu”
Environmental context-dependent memory: A review and meta-analysis (2001, background): “Both of these basic principles can be extrapolated from the theory that memory derives from a need to maintain an ongoing mental representation of the environment (Glenberg, 1997). To cope with important environmental stimuli, perceptual systems are supported by memory systems, both sharing the same”
The importance of retrieval failures to long-term retention: A metacognitive explanation of the spacing effect (2005, background): “…based upon work decrements associated with massed practice, or anti-consolidation, while current explanations focus on encoding variability (e.g., Glenberg, 1979; Madigan, 1969; Melton, 1970) or diminished processing (e.g., Bregman, 1967; Greeno, 1970; Hintzman, 1976) An important limitation…”
Flawed Self-Assessment (2004, unknown): “F Indeed, much research shows that massed training is more efﬁ-cient than any alternative for bringing students quickly to a high levelofperformance(Dempster,1990;Glenberg,1979,1992).”
The effect of distributed practice on students’ conceptual understanding of statistics (2011, background): “…effects of distributed practice in comparison to massed practice, i.e. the spacing effects, were found in research that at first predominantly was done in the laboratory and usually was focused at memorising lists of items with intervals in terms of minutes or hours (Glenberg 1979; Melton 1970).”
Spacing and lag effects in free recall of pure lists (2005, background): “slowly over the course of item presentation (Balota, Duchek, & Paullin, 1989; Estes, 1955; Glenberg, 1979; Howard & Kahana, 2002a; Mensink & Raaijmakers, 1988) or by associations among neighboring list items (Johnson, 1972; Kahana, 1996) (See Figure 2). In either case, spacing the repeated items i”
Successful Lecturing: Presenting Information in Ways That Engage Effective Processing (2002, background): “Other findings suggest that spacing study opportunities encourages variable encoding—that is, after a delay and intervening events, information is likely to be encoded in a somewhat different way than it was initially (Glenberg, 1979).”
Distributed practice in verbal recall tasks: A review and quantitative synthesis. (2006, background): “…of the distributed practice task is well beyond the scope of the present, relatively focused, review (for reviews of distributed practice, see Glenberg, 1979; Hintzman, 1974), it is of interest to examine how some of the principle conclusions reached in the present review might affect the…”
Practice and Forgetting Effects on Vocabulary Memory: An Activation-Based Model of the Spacing Effect (2005, background): “Both of the mechanisms the model uses, failure to reencode at short lags and contextual overlap at shorter spacings, have been ideas that have been mentioned in a number of proposals about the spacing effect (e.g., Atkinson & Shiffrin, 1968; Glenberg, 1979 ).”
Effects of distributed practice on the acquisition of second language English syntax (2010, background): “In contrast, encoding variability accounts argue that distributed practice usually involves some environmental change in each new practice context, and these changes lead to richer memory traces and better recall (Glenberg, 1979).”
Optimising Learning Using Flashcards: Spacing Is More Effective Than Cramming (2009, background): “variability: Spacing naturally leads to information being encoded in diverse temporal, physical and/or mental contexts, whereas massing results in the encoding taking place in a relatively fixed context (e.g. Estes, 1955; Glenberg, 1979).”