Abstract
Four previous and two new experiments from our laboratory are reported, in which college students learned associations between French and English words in a learning phase and then took an immediate retention test. One week later, a delayed test was followed by relearning. Four difficulty manipulations were used during learning: blocking versus mixing semantic categories, translation direction, prelearning, and set size. The first new experiment examined the effect of set size on retention, and the second new experiment examined blocking and mixing semantic categories, as well as translation direction, on learning new vocabulary (transfer). Generally, across the six experiments, difficult conditions provided a disadvantage during learning and immediate testing, but made no difference or provided an advantage during relearning and delayed testing. These results suggest that making the initial learning more difficult does not always lead to superior retention.