REVISING CURRENT 2-PROCESS ACCOUNTS OF SPACING EFFECTS IN MEMORY

Memory for repeated items improves when presentations are spaced durin g study. In Experiment 1A, words were repeated either immediately or a fter 6 intervening items. Intentional learning occurred under either f ocused or divided attention. Retention was tested by either free recal l or yes-no recognition. Divided attention did not affect the influenc e of spacing in free recall, whereas it removed the spacing effect in recognition. In Experiment 1B, recognition memory was tested after inc idental semantic study of words performed under either focused or divi ded attention. An equivalent spacing effect occurred in both attention al conditions. In Experiments 2 and 3, recognition memory for unfamili ar faces was assessed. A reliable spacing effect was found under both intentional learning and incidental structural study. These data are, collectively, incompatible with current theories of spacing effects. A theoretical proposal to account for these new findings is outlined.