Working memory and distributed vocabulary learning

This study tested the hypothesis that individual differences in immediate v erbal memory span would predict success in second language vocabulary acqui sition. The subjects learned 56 English-Finnish translations during two ses sions using a method in which they were encouraged to distribute their lear ning and to use semantic encoding strategies where appropriate. Verbal, but not visuo-spatial, memory span was correlated with the rate of vocabulary learning, a result that could not have occurred because of immediate retrie val from a short-term buffer. When tested one week later, the subjects were less likely to remember those words they had had difficulty learning, even though they had studied these items more often. The theoretical and practi cal implications of the findings for vocabulary learning are discussed.