Effect of prefrontal and parietal tDCS on learning and recognition of verbal and non-verbal material

Stimuli presented in immediate succession during learning (massed repetition) are less well retained in memory than stimuli repeated after a delay (spaced repetition) (Nielsen-Bohlman and Knight, 1994; Chao et al., 1995; Kim et al., 2001, 2008). This effect is referred to as the spacing effect (Ebbinghaus, 1885/1992). Spacing effects have been reported with verbal and non-verbal and with meaningful and meaningless material (Challis, 1993; Mammarella et al., 2002; Russo and Mammarella, 2002; Russo et al., 2002).

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