NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1056495
Record Type: Journal
Publication Date: 2014-May
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0278-7393
A Retrieved Context Account of Spacing and Repetition Effects in Free Recall
Siegel, Lynn L.; Kahana, Michael J.
Journal of Experimental Psychology: Learning, Memory, and Cognition, v40 n3 p755-764 May 2014
Repeating an item in a list benefits recall performance, and this benefit increases when the repetitions are spaced apart (Madigan, 1969; Melton, 1970). Retrieved context theory incorporates 2 mechanisms that account for these effects: contextual variability and study-phase retrieval. Specifically, if an item presented at position "i" is repeated at position "j," this leads to retrieval of its context from its initial presentation at "i" (study-phase retrieval), and this retrieved context will be used to update the current state of context (contextual variability). Here we consider predictions of a computational model that embodies retrieved context theory, the context maintenance and retrieval model (CMR; Polyn, Norman, & Kahana, 2009). CMR makes the novel prediction that subjects are more likely to successively recall items that follow a shared repeated item (e.g., "i" + 1, "j" + 1) because both items are associated with the context of the repeated item presented at "i" and "j." CMR also predicts that the probability of recalling at least 1 of 2 studied items should increase with the items' spacing (Lohnas, Polyn, & Kahana, 2011). We tested these predictions in a new experiment, and CMR's predictions were upheld. These findings suggest that retrieved context theory offers an integrated explanation for repetition and spacing effects in free recall tasks.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Institutes of Health (DHHS)
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Grant or Contract Numbers: MH55687