Abstract
A RECENT investigation into the effect of repetition of items on paired associate learning1 has indicated that a single repetition of a presented item aids learning but that further presentations of the item yield no additional benefit. The design of this experiment involved the replacement of all items not correctly associated on a trial with randomly selected new items. In this way the list length remained constant (12 paired associate letter-number items) and all items on each trial had yet to be learned.
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