Does emotion modulate the efficacy of spaced learning in recognition memory?
Memory for repeated items improves when presentations are spaced during study. Here, two experiments assessed the so-called spacing effect on a yes–no recognition memory task using affective and neutral words. In Experiment 1, a group of participants was asked to orient their attention to semantic f...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2014-12-01
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| Series: | Cogent Psychology |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/23311908.2014.986922 |