Examination of distributed learning on recent and remote memory using in-person and online experimental paradigms
Learning is crucial in everyday life. However, how much information we retain depends on the type and schedule of training. It has been widely acknowledged that spaced learning holds a distinct advantage over massed learning for cognitively healthy adults and should be considered an educational standard, particularly when consolidating long-term memory. Given that many experiments have been required to be conducted online as a result of social distancing regulations during the Covid-19 pandemic, we examined whether the spacing advantage could be replicated in an online setup. Two experiments were conducted to examine the effects of spacing across recent (24 hours) and remote (one-month) retention intervals using the Face-Name Pairs task either in-person (Experiment 1) or online (Experiment 2). The results of Experiment 1 suggest that the beneficial memory effects of spaced training are particularly observed with remote memory. The results of Experiment 2 suggest that although participants learn and recall better in an online setup compared to in-person, the spacing effects were not as robust and did not confer any real advantage. These results are discussed in terms of advantages and disadvantages of the two procedures and the implications for online studies.