Theme 2: Improving learning and retention

Question 1

Roediger et al: testing improves long term retention, goal + hypothesis

Answer 1

-goal: investigate testing effect in educ. relevant conditions –> to see if it facilitates learning beyond restudying the material
-hypotheses:
–performance on immediate tests would increase with number of study opportunities (short term benefit of studying more)
–studying + test would be superior on long term compared to studying + studying

Question 2

Roediger et al: testing improves long term retention, experiment 1

Answer 2

-Method: reading two prose passages, study vs restudy = within subjects, test delay (5 min, 2 days, 1 week) = between subjects
-Results: hypotheses confirmed, for immediate testing: study study > study test, however on delayed testing: study test > study study

Question 3

Roediger et al: testing improves long term retention, experiment 2

Answer 3

-method: varying amount of studying and testing, free recall test +forgetting!
– three conditions: SSSS, SSST, STTT, retention interval = 5 minutes & 1 week which was between subjects
- results: 5 minutes: SSSS>SSST>STTT, on 1 week: STTT>SSST>SSSS so hypothesis confirmed + most forgetting for SSSS

Question 4

gradual forgetting curve

Answer 4

amount of information lost per unit of time gradually shrink (most forgetting in the beginning, then less)

Question 5

spacing effects:

Answer 5

repetitions spaced in bigger amounts of time produce better memory than all shortly together

Question 6

capeda et al: spacing effects in learning: a temporal Ridgeline of optimal retention

Answer 6

-goal: examine joint effects of study gap and retention interval (RI)
-method: each subject was randomly assigned to one of 26 gap-by-RI combinations - using recall and recognition test to measure
-RESULTS:
–large & nonmonotonic (no linear) spacing effects found
– as test delay increases –> optimal gap increases –> ratio optimal gap/test delay decreases

Question 7

de jonge et al: the effect of study time distribution on learning & retention: a goldilocks principle for presentation rate, experiment 1

Answer 7

-important: used precise timing for presentation rates
-goal: what is most efficient presentation rate when learning new info?
-experiment 1: study conditions = within (16x1s, 8x2s, 4x4s, 2x8x, 1x16s), RI = between (5min or 2 days)
- RESULTS: poor initial recall lead to most forgetting & optimal recall in 4x4s/middle of the peak in the photo

Question 8

de jonge et al: the effect of study time distribution on learning & retention: a goldilocks principle for presentation rate, experiment 2

Answer 8

-goal: extend exp 1 + investigation of proportional forgetting
- method: RI & study condition = between, study: 16x1s, 4x4s, 1x16s
-RESULTS: optimal presentation rate is 4 seconds + presentation duration is important when total study time is constant + proportional forgetting had inverse relationship with recall performance