Distributing study opportunities over time typically improves the retention of verbal material compared to consecutive study trials, yet little is known about the influence of temporal spacing on orthographic form learning specifically. This experiment sought to obtain and compare estimates of the magnitude of the spacing effect on written word form learning across three different outcome measures, administered between participants. Skilled adult readers (N = 120) read aloud 16 sentences containing an embedded pseudoword a total of four times. Half of the items were temporally distributed (appearing once in each of four blocks), while half were massed (read on four consecutive trials within a block). After a short delay, learning was assessed using tests of recognition (orthographic choice) or recall (spelling to dictation or letter cue spelling). There was a significant effect of spacing across all outcome measures (all p < .001). When the magnitude of the spacing effect was compared across these three measures, letter cue spelling showed a significantly larger spacing effect than spelling to dictation (p = .039) while orthographic choice did not significantly differ from either (both p > .05). These findings indicate that temporal spacing influences the learning of orthographic form, regardless of the outcome measure used.

中文翻译：

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间距与体量对正字法学习的影响

与连续的研究试验相比，随着时间的推移分配学习机会通常可以提高口头材料的保留，但人们对时间间隔对拼写形式学习的具体影响知之甚少。该实验试图获得并比较参与者之间进行的三种不同结果测量中的间距对书面单词形式学习的影响程度的估计。熟练的成人读者（N = 120) 朗读 16 个包含嵌入伪词的句子，总共四遍。一半的项目是暂时分布的（在四个块中每一个中出现一次），而一半是集中的（在一个块内的四个连续试验中读取）。短暂延迟后，使用识别（拼写选择）或回忆（拼写听写或字母提示拼写）测试来评估学习情况。间距对所有结果测量都有显着影响（所有p  < .001）。当比较这三种措施的间距效应的大小时，字母提示拼写显示出比听写拼写更大的间距效应 ( p  = .039)，而拼写选择与任何一个指标都没有显着差异（均p > .05)。这些发现表明，无论使用何种结果测量，时间间隔都会影响拼写形式的学习。