On Mon, 26 Sep 2016 12:48:02 -0700, Miguel Roig wrote:
Hi everyone, in my work on plagiarism I have come across
the claim that a reader will have better memory/understanding
of a message if on subsequent trials that message is conveyed
in different words.
Miguel, are you asking for something like the following:
Influence of paraphrased repetitions on the spacing effect.
Glover, John A.; Corkill, Alice J.
Journal of Educational Psychology, Vol 79(2), Jun 1987, 198-199.
http://dx.doi.org/10.1037/0022-0663.79.2.198
In two experiments, we examined the "spacing" effect in students'
memory for paragraphs and brief lectures. In the first experiment,
students who read massed verbatim repetitions of paragraphs
recalled less of the content than did students who read verbatim
repetitions spaced across time. In addition, students who read
paraphrased versions of the paragraphs in massed repetitions
recalled as much as did students who read the paragraphs in
the spaced conditions. For Experiment 2, we used a brief lecture
as the to-be-learned material and replicated the results of Experiment
1.
(PsycINFO Database Record (c) 2016 APA, all rights reserved)
I don't think that level of processing theory explains results like
this,
rather, massed verbatim repetition probably gives rise to proactive
interference (PI) and reducing memory performance while massed
paraphrase (which has the original followed by the paraphrase)
would have less PI, at least at the surface or "verbatim" level.
Glover & Corkill give a somewhat different explanation based
on Cuddy & Jacoby (1982). Also, the Glover & Corkill article
is a replication of Dellarosa & Bourne (1985) -- refs follow:
Cuddy, L. J., & Jacoby, L. L. (1982). When forgetting helps memory:
An analysis of repetition effects. Journal of Verbal Learning and
Verbal Behavior, 21, 451-467.
Dellarosa, D., & Bourne, L. E. (1985). Surface form and the spacing
effect. Memory and Cognition, 13. 529-537.
HTH
-Mike Palij
New York University
m...@nyu.edu
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