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Harry P. Bahrick & Lynda K. Hall Ohio Wesleyan University

The Importance of Retrieval Failures to Long-Term Retention: A Metacognitive Explanation of the Spacing Effect. Harry P. Bahrick & Lynda K. Hall Ohio Wesleyan University.

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Harry P. Bahrick & Lynda K. Hall Ohio Wesleyan University

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  1. The Importance of Retrieval Failures to Long-Term Retention: A Metacognitive Explanation of the Spacing Effect Harry P. Bahrick & Lynda K. Hall Ohio Wesleyan University

  2. Mean Percent Decline of Performance On A Final Course Examination in Statistics, Re-administered Within One Year

  3. Overview • Comments regarding research strategy • History of the spacing effect • Limitations of existing theories • Evidence for differential short and long term consequences of spacing • A metacognitive explanation of the spacing effect • Contribution of retrieval failures to the maintenance of knowledge

  4. Comments Regarding Research Strategy • Limitations of the experimental paradigm • Exclusion of variables that can’t be manipulated • Exclusion of phenomena that involve long time periods

  5. History of the Spacing Effect • Methodology • Prior to 1970- Multiple training sessions • After 1970- Single list • Theoretical explanations • 1885-1970 • Work decrement • Anti-consolidation • 1970-present • Diminished processing • Encoding variability

  6. Limitations of Existing Theories • Emphasis on short spacing intervals • Emphasis on short term retention tests • Emphasis on automatic, involuntary processing • Failure to examine differential effects on acquisition versus retention

  7. Evidence for Differential Short and Long Term Consequences of Spacing Percent Correct as a Function of Test Session and Intersession Interval (Bahrick, 1979)

  8. Evidence for Differential Short and Long Term Consequences of Spacing Percent Words Recalled as a Function of Retention Interval and Intersession Interval (Bahrick, Bahrick, Bahrick, & Bahrick, 1993)

  9. A MetacognitiveExplanation of the Spacing Effect • Conscious use of mediators (Bellezza, 1986; Richardson, 1998) • Differential life-span of mediators and encoding strategies • Differential feedback associated with massed versus spaced practice • Evidence of strategy changes during acquisition (Paivio & Yuille, 1969) • Extension of the median life-span of mediators associated with spacing

  10. Experiment 1 The Relation of Spacing to Changes of Encoding Strategy

  11. Acquisition and Retention Percent Correct as a Function of Test Session and Intersession Interval

  12. Reported Strategies Mean Number of Strategy Reports for Session 1

  13. Reported Strategies Mean Number of Strategy Reports for Session 2

  14. Reported Strategies Mean Number of Strategy Reports for Session 3

  15. Reported Strategies Mean Number of Strategy Reports for Session 4

  16. Summary of Hierarchical Regression Analyses with Percent Correct on the Final Recall Test as the Criterion Variable

  17. Experiment 2 The Relation of Spacing to Retrieval Failures and Study Time

  18. Acquisition and Retention ProportionCorrect as a Function of Test Session and Intersession Interval

  19. Mean Study Time Following Successful and Unsuccessful Retrievals

  20. Contribution of Retrieval Failures to the Maintenance of Knowledge Spacing Effect as a Function of Retrieval Failures (Bahrick et al.,1993)

  21. Contribution of Retrieval Failures to the Maintenance of Knowledge • Limitations of the traditional emphasis on successful retrievals • Expanding schedules • Reasons for prior negative assessments of retrieval failures • Recent recognition of the contribution of metacognitive monitoring • Evidence for the contribution of repeated retrieval failures to the spacing effect

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