摘要：Memory for repeated items improves when presentations are spaced during study. Here, two experiments assessed the so-called spacing effect on a yes–no recognition memory task using affective and neutral words. In Experiment 1, a group of participants was asked to orient their attention to semantic features of target words (deep semantic analysis) that were consecutively repeated or spaced, while another group was engaged in a graphemic shallow analysis of words (Experiment 2). The depth of word processing approach was meant to highlight the role of repetition priming mechanisms in the generation of spacing effects. We found that spacing effects occurred for both affective and neutral words (Experiment 1). However, following shallow analysis of words, the spacing effect was reduced for both affective and neutral words (Experiment 2). No differences were detected in terms of positive versus negative words. These results suggest that spaced learning operates when the to-be-remembered material is also affectively charged and that, under certain circumstances, it may enhance recognition memory as affective connotation does.
