When are optimal rates of presentation optimal (for learning)?

Abstract

It has been shown previously that with total time held constant, several relatively brief presentations of a simple verbal item (e.g., four presentations at a 2-sec rate) produce better associative learning than does one lengthy presentation (e.g., one presentation at an 8-sec rate). In two experiments, we examined the generality of this effect. In Experiment 1, presentation rate was examined in relation to the ability of the learner (good and poor associative learners) and the difficulty level of to-be-learned items (hard and easy items). In Experiment 2, the effect of presentation rate was examined as a function of the retention interval (immediate or delayed). The results indicate that the effect is robust, and apparently independent of ability of learner, type of item, and time of testing. Implications for planning optimal learning strategies, especially those that might be employed for acquiring new vocabulary, are discussed.