ABSTRACT

In the previous section of this chapter, we established the substantial generality of the identity model which states that the standard anticipation method and the newer study-test method of the information presentation differ little, except for inherent differential mean lengths of the retention (S-T) interval (between a study and test events) and different distributions of the retention intervals. We did, indeed, isolate the key factor differentiating the two information presentation methods: the retention interval effect based on short-term memory (STM) processes (cf. Izawa, 1972, 1974, 1977, 1978, 1979a, 1979b, 1979c, 1980, 1981a, 1981b, 1981c, 1981d, 1982a, 1982b, 1983, 1985a, 1985b; Izawa, Bell, & Hayden, 1984; Izawa & Hayden, 1978; Izawa, Hayden, & Isham, 1980).