Journal of experimental psychology. Applied
-
Research on techniques for enhancing long-term retention has focused almost exclusively on single-session learning conditions. However, even the most potent initial learning manipulations typically do not yield retention levels sufficient for successful performance in many real-world contexts. In contrast, successive relearning (i.e., practicing to some level of mastery in multiple learning sessions) is a promising technique for enhancing long-term retention, but surprisingly few studies have been conducted to date. ⋯ To evaluate a possible explanation of these effects, we formally tested the relearning attenuatesdecay (RAD) model. The RAD model accurately accounted for relearning potency and relearning override effects (and several other secondary effects). We discuss the practical and theoretical implications of these findings and advocate that successive relearning is an important next frontier for educationally relevant memory research. (PsycINFO Database Record