1 / 10

Enhancing Long-Term Retention with Retrieval Practice Techniques

Explore the impact of different study/test strategies on long-term retention through an experiment with college students. Discover the effectiveness of Repeated Retrieval Practice over Repeated Studying for memory retention.

mrhoads
Download Presentation

Enhancing Long-Term Retention with Retrieval Practice Techniques

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. ITEC 715 Computer Foundations for Instructional Multimedia Week 14

  2. This Week: Recent Research on Assessments

  3. Research on Assessments ITEC 715 Learning Objective: When presented with any word from a learner-studied list of 40 English-Swahili word-pairs, the learner must be able to correctly recall the given word’s pair. Example: (study): mashua-boat (test): mashua- ? See: Karpicke, J.D., and Roediger, H.L., III (2008). The Critical Importance of Retrieval for Learning. Science, 319, 966-968 (February 15 2008)

  4. Research on Assessments ITEC 715 • Research Objectives • After a paired word can be recalled correctly once, what is the effect of four different study/assessment strategies on long-term retention? Each uses an alternating sequence of “study” and “test” periods. The strategies investigated were: • Continue to study all 40 words and to test learners on all 40 words (ST) • Drop correctly recalled words from study sessions, but continue to test learners on the whole list of words (SNT) • Continue to study the whole list of words, but drop correctly recalled words from subsequent tests (STN) • Drop correctly recalled words from subsequent study and test sessions (SNTN) See: Karpicke, J.D., and Roediger, H.L., III (2008). The Critical Importance of Retrieval for Learning. Science, 319, 966-968 (February 15 2008)

  5. Research on Assessments ITEC 715 The Experiment: College students were divided into 4 groups (ST, SNT, STN, SNTN) and cycled through four study/test sessions. After a week delay, a final test assessed long-term retention for each group. Study Test ST SNT STN SNTN See: Karpicke, J.D., and Roediger, H.L., III (2008). The Critical Importance of Retrieval for Learning. Science, 319, 966-968 (February 15 2008)

  6. Research on Assessments Question: Which strategy will yield the best long-term retention?

  7. Research on Assessments ITEC 715 • Experimental Data: Total number of study trials Total number of test trials 160 160 76.8 160 160 83 77.4 77.4 See: Karpicke, J.D., and Roediger, H.L., III (2008). The Critical Importance of Retrieval for Learning. Science, 319, 966-968 (February 15 2008)

  8. Research on Assessments ITEC 715 • Experimental Results: ST and STN Same number of study trials (160 each) SNT and SNTN  Similar number of study trials (76.8, 77.4) ST and SNT  Same number of test trials (160 each)STN and SNTN  Similar number of test trials (83, 77.4) Total number of study trials Total number of test trials Data Analysis: 160 160 76.8 160 160 83 77.4 77.4 See: Karpicke, J.D., and Roediger, H.L., III (2008). The Critical Importance of Retrieval for Learning. Science, 319, 966-968 (February 15 2008)

  9. Research on Assessments ITEC 715 Conclusion: “Repeated retrieval practice enhanced long-term retention, whereas repeated studying produced essentially no benefit.” [p. 967] “…about 80 more study trials occurred in the STN condition than in the SNTN condition, but this produced practically no gain in retention. Likewise, about 80 more study trials occurred in the ST condition than in the SNT condition, and this produced no gain whatsoever in retention. However, when about 80 more test trials occurred in the learning phase (in the ST condition versus the STN condition, and in the SNT condition versus the SNTN condition), repeated retrieval practice led to greater than 150% improvements in long-term retention.” [p. 967] See: Karpicke, J.D., and Roediger, H.L., III (2008). The Critical Importance of Retrieval for Learning. Science, 319, 966-968 (February 15 2008)

  10. For Next Week • Bring in your script next week for an internal peer review with your classmates. The final script will be due May 10. • On May 17, 2012 (Week 17), you will give your presentation on your final project, and turn in the Final PowerPoint deck of your project, your Page-Type Variety Spreadsheet, and your ID Checklist.

More Related