Access

You are not currently logged in.

Access your personal account or get JSTOR access through your library or other institution:

login

Log in to your personal account or through your institution.

If you need an accessible version of this item please contact JSTOR User Support

Maintenance of Foreign Language Vocabulary and the Spacing Effect

Harry P. Bahrick, Lorraine E. Bahrick, Audrey S. Bahrick and Phyllis E. Bahrick
Psychological Science
Vol. 4, No. 5 (Sep., 1993), pp. 316-321
Stable URL: http://www.jstor.org/stable/40063054
Page Count: 6
  • Read Online (Free)
  • Cite this Item
If you need an accessible version of this item please contact JSTOR User Support
Maintenance of Foreign Language Vocabulary and the Spacing Effect
Preview not available

Abstract

In a 9-year longitudinal investigation, 4 subjects learned and relearned 300 English-foreign language word pairs. Either 13 or 26 relearning sessions were administered at intervals of 14, 28, or 56 days. Retention was tested for 1, 2, 3, or 5 years after training terminated. The longer intersession intervals slowed down acquisition slightly, but this disadvantage during training was offset by substantially higher retention. Thirteen retraining sessions spaced at 56 days yielded retention comparable to 26 sessions spaced at 14 days. The retention benefit due to additional sessions was independent of the benefit due to spacing, and both variables facilitated retention of words regardless of difficulty level and of the consistency of retrieval during training. The benefits of spaced retrieval practice to long-term maintenance of access to academic knowledge areas are discussed.

Page Thumbnails

  • Thumbnail: Page 
316
    316
  • Thumbnail: Page 
317
    317
  • Thumbnail: Page 
318
    318
  • Thumbnail: Page 
319
    319
  • Thumbnail: Page 
320
    320
  • Thumbnail: Page 
321
    321