Spaced learning and melodic memory

Distributed learning is a powerful tool for optimizing retention of verbal materials. We examined the effect of distributing learning on long-term memory for a melody and found strong evidence of better recall in the spaced conditions. In the current study, music students were taught a four-phrase melody in learning sessions that were massed, spaced at 2 days, or spaced at 1 week. Three weeks later, they were tested for recall. Performances were evaluated for note omissions, number of incorrect notes and intervals, and number of correct notes and intervals. Results indicated strong evidence for a spacing effect for melody learning between the massed and spaced conditions at a retention interval of 3 weeks, and no evidence of difference between the two spaced conditions. Unlike most spacing studies, memory did not improve with longer spacing between learning episodes. These results suggest that memory for a melody may rely primarily on structural constraints within the material itself. Once these constraints are understood and associated with the cue, the performance unspools. Results have implications for best practices in melodic learning and for the role of constraining cues in the retrieval of structured non-verbal material.