• Summary
  • Contents
  • Subject index

By analyzing the results of experiments that use a wide variety of training tasks including those that were predominantly perceptual, cognitive, or motoric, this volume answers such questions as: Why do some people forget certain skills faster than others? What kind of training helps people retain new skills longer? Inspired by the work of Harry Bahrick and the concept of “permastore,” the contributors explore the Stroop effect, mental calculation, vocabulary retention, contextual interference effects, autobiographical memory, and target detection. They also summarize an investigation on specificity and transfer in choice reaction time tasks. In each chapter, the authors explore how the degree to which reinstatement of training procedures during retention and transfer tests accounts for both durability and specificity of training. Researchers and administrators in education and training will find important implications in this book for enhancing the retention of knowledge of skills. “You have to read this book. Anyone interested in training will want to read it. This book provides the theoretical bases of the acquisition of durable skills for the next decade. It advances and demonstrates a new principle of skill learning that will prove to be as important as the encoding specificity principle and its corollary, the principle of transfer appropriate processing. This new principle is that highly practiced skill learning will be durable when the retention test embodies the procedures employed during acquisition. This principle, and the other important findings reported in this text, will have a great impact on the evolution of memory theory and on the wide range of applications.” --Douglas Hermann, University of Maryland

A Long-Term Retention Advantage for Spatial Information Learned Naturally and in the Laboratory
A long-term retention advantage for spatial information learned naturally and in the laboratory
William T.Wittman
Alice F.Healy

The long-term retention characteristics of three memory components learned both naturally and in the laboratory were investigated. Under a cued-recall procedure, 48 college students were asked to recall the spatial, temporal, and item components of their own semester class schedules (Experiment 1) or a fictitious schedule (Experiment 2). In completing class schedule questionnaires, students were both cued with and asked to recall these three components. For example, a subject might be given the name of a course (item component) and then be asked to locate on a campus map where the class was held (spatial component). In Experiment ...

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