Abstract
One class of theories of the spacing effect suggests that arousal may inhibit learning during massed practice. The goal of this study was explore the role of exercise on the spacing effect. Participants practiced three complex tasks (i.e., Space Fortress, algebra word problems, and a desk-top flight simulator) under four training conditions. Participants trained under massed or alternating task modules regimes, with or without moderate exercise. Results indicated that alternating tasks enhanced acquisition and retention performance on Space Fortress. In addition, exercise inhibited retention performance. These same trends were obtained for algebra word problem solving and for a desktop flight simulator task. These findings replicate previous studies showing an advantage for alternating task modules and challenge theories suggesting that the spacing effect is the result of deficient processing due to lower arousal level. Results suggest that exercise may reduce mental rehearsal or implicit processes that alternating task modules promote.
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