Stabilizing access to marginal and submarginal knowledge

Recall of general-knowledge targets remains remarkably high 9 days after a 5-s exposure, although these targets could not be recalled (marginal knowle dge) or recognized (submarginal knowledge) just prior to exposure. Large am ounts of educational content (e.g., foreign language vocabulary, mathematic al formulas) become marginal or submarginal after formal study ends. The au thors discuss the potential benefits of brief maintenance interventions des igned to stabilize long-term access to such knowledge.