PAUSING PRINCIPLE - INCREASING THE EFFICIENCY OF MEMORY FOR ONGOING EVENTS

The effectiveness of pausing for learning from lectures was investigated. One hundred and eight subjects listened to a 21-min lecture with the addition of one of the following pausing intervals: a 6-min prelecture pause, three 2-min pauses interspersed at 7-min intervals, or a 6-min postlecture pause. Crossed orthogonally with pause location was the kind of activity conducted during the pause: irrelevant puzzle solution, individual review, or group discussion. Free-recall and cued-recall tests were administered immediately after the lecture and 2 weeks later. Interspersed pauses coupled with group discussion was the most efficient procedure. The postlecture pause with individual review or group discussion was the next most efficient procedure. Puzzle solution during interspersed and prelecture pauses interfered with retention. There was some evidence for the necessity of a consolidation period for long-term retention. © 1979.