Rate of forgetting is independent of initial degree of learning.

ABSTRACT: It is commonly assumed that the rate of forgetting depends on initial degree of learning. Hence, comparison of forgetting across groups is usually carried out equating initial performance. However, these matching procedures add confounding variables. In four experiments, following Slamecka and McElree (1983, Exp 3), we challenge this assumption through manipulating initial acquisition by varying the number of presentations of the material and studying the effect on rate of subsequent forgetting. A set of 36 sentences was presented either visually or auditorily. Different participants were exposed to the material two, four or six times. Forgetting was measured by means of a cued recall test at three time-intervals (30 s, 1 day and 1 week in experiments 1 and 2; 30 s, 1 day, and 3 days in ex

SUBMITTER: Rivera-Lares K 

PROVIDER: S-EPMC8735725 | biostudies-literature | 2022 Jan

REPOSITORIES: biostudies-literature