Efficiency in Acquisition and Short-Term Memory: Study-Test-rest Presentation Programs and Learning Difficulty

On the 30th anniversary of the Atkinson-Shiffrin Model, which signaled the greatest advancement in our understanding of short-term memory (STM) processes since Ebbinghaus' (1885) Ueber das Gedaechtnis, it seems fitting to consider the efficient use of time in achieving optimal acquisition and retention. Learning efficiency requires the effective use of time.