Cited by 334Memory Processes and InfluencesSecond Language Acquisition and LearningEFL/ESL Teaching and Learning

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Maintenance of Foreign Language Vocabulary and the Spacing Effect

Bahrick, Harry P., Bahrick, Lorraine E., Bahrick, Audrey S., Bahrick, Phyllis E.·1993·Psychological Science

DOI 10.1111/j.1467-9280.1993.tb00571.x

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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.

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“More specifically, people choose to mass items that are judged as difficult and space items that are judged as easy, which supports the assumption that people choose to study an item until it is fully encoded, and only until fully encoded (Bahrick et al., 1993; Simon & Bjork, 2001).”
Background
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Background
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Déjà Vu All Over Again: Effects of Reenactment on Toddlers' Event Memory
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Evaluating the Theoretic Adequacy and Applied Potential of Computational Models of the Spacing Effect
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Spacing Effects on Learning and Memory ☆
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“Informed by Bahrick et al.’s (1993) experimental findings, the system has been set to provide 13 repetitions at 14-day intervals.”
Method

Authors: Bahrick, H. P., Bahrick, L. E., Bahrick, A. S., & Bahrick, P. E.
Affiliations: Ohio Wesleyan University (US)
Florida International University (US)
University of Iowa (US)
Ohio Wesieyan University
Corresponding author: Bahrick, Harry P.
ORCID: Bahrick, Lorraine E.
Venue: Psychological Science
Publisher: SAGE Publications
Published: 1993-09
Volume: 4
Issue: 5
Pages: 316-321
ISSN: 0956-7976 (ISSN-L)
1467-9280
DOI: 10.1111/j.1467-9280.1993.tb00571.x
OpenAlex: W2132404624
Cited by: 334
References: 20
Citations by year: 2026: 4 · 2025: 11 · 2024: 6 · 2023: 14 · 2022: 15 · 2021: 18 · 2020: 12 · 2019: 28 · 2018: 15 · 2017: 10 · 2016: 14 · 2015: 41 · 2014: 22 · 2013: 18 · 2012: 14
FWCI: 1.80
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Psychological Science (publishedVersion)
Florida International University Digital Commons (Florida International University) (submittedVersion)
Topics: Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Keywords: foreign language vocabulary, spacing effect, retention, relearning, spaced retrieval practice, long-term maintenance, word learning, retrieval consistency, vocabulary difficulty

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Maintenance of Foreign Language Vocabulary and the Spacing Effect

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