Revising current two-process accounts of spacing effects in memory.

Memory for repeated items improves when presentations are spaced during study. In Experiment 1A, words were repeated either immediately or after 6 intervening items. Intentional learning occurred under either focused or divided attention. Retention was tested by either free recall or yes-no recognition. Divided attention did not affect the influence of spacing in free recall, whereas it removed the spacing effect in recognition. In Experiment 1B, recognition memory was tested after incidental semantic study of words performed under either focused or divided attention. An equivalent spacing effect occurred in both attentional conditions. In Experiments 2 and 3, recognition memory for unfamiliar faces was assessed. A reliable spacing effect was found under both intentional learning and incidental structural study. These data are, collectively, incompatible with current theories of spacing effects. A theoretical proposal to account for these new findings is outlined.