week 7 successive learning

Question 1

what is retrieval practice?

Answer 1

actively recalling info improves memory better than passive

Question 2

spaced learning

Answer 2

spreading out learning leads to better retention compared to cramming

Question 3

successive relearning

Answer 3

combining retrieval practice with spaced learning for mastery over multiple sessions

Question 4

what does savings score suggest

Answer 4

measures efficiency in relearning; indicates forgotten memories are not ERASED but temporarily inaccessible

Question 5

Roediger, Putnam & Smith (2011) benefits of testing

Answer 5

• retrieval aids later retention of the material tested
• identifies gaps in knowledge
• learn more from next learning episode through testing
• better mental organization of knowledge
• improves transfer of knowledge to new contexts
• testing facilitates retrieval of info not tested
• improves metacognitive monitoring
• prevents interference from prior info when learning info
• testing provides feedback to instructors
• frequent testing encourages students to study

Question 6

mastery

Answer 6

must answer each question correctly, if not, corrective feedback is provided and question is answered again later in the same session

Question 7

criterion level

Answer 7

number of times a given question needs to be answered correctly to hit mastery

Question 8

trials to criterion

Answer 8

the number of attempts to answer a question to criterion level

Question 9

dropout method

Answer 9

once question has been answered to criterion level, it is dropped from further study within the learning session

Question 10

definition of savings score

Answer 10

amount of time or learning attempts ‘saved’ from having previous learned the items
- measure of how faster relearning Is compared to original learning process

Question 11

equation for savings score

Answer 11

time/trials to mastery for first learning - time/trials to mastery for relearning/trials to mastery for first learning x100

Question 12

what was the purpose of Rawson et al 2018 study

Answer 12

To examine how successive relearning impacts memory retention and whether repeated relearning sessions lead to better long-term performance.

Question 13

what was the method of Rawson et al 2018 study

Answer 13

• Learners studied 48 Lithuanian-English word pairs (e.g., “žolė - grass”).
• in the initial learning phase: ptsp studied the word pairs once
• in relearning sessions: Participants were required to retrieve each word pair to a certain mastery level:
  Criterion Level: Answer correctly 1 or 3 times during a session.
  -Dropout method: Once a word pair was mastered, it was removed from further study in that session.
• Corrective feedback was provided after errors.
• Four spaced relearning sessions were conducted, each one week apart.
  -After the fourth relearning session, participants were tested three weeks later.

Question 14

what were the results of Rawson et al 2018 study

Answer 14

• Participants retained 77% of the word pairs three weeks after the last session.
• Relearning became faster across sessions, showing that memories were not entirely lost but easier to access with successive relearning.

Question 15

what is a cofounding variable into the study of successive learning

Answer 15

exposure

Question 16

how is exposure a cofounding variable

Answer 16

do to individual differences, ptsp may need more time reviewing info, reaching mastery criterion, corrective feedback etc

Question 17

relearning time is a variable as…

Answer 17

criterion level is varied and within-session lag between repetitions is varied

Question 18

what did the higham et al 2022 study examine

Answer 18

the impact of successive relearning compared to restudying on students’ retention and learning outcomes in an introductory psychology course.

Question 19

what was the method of Hingham et al 2022 study?

Answer 19

Participants:
-Psychology students enrolled in an introductory course.
Procedure:
-Weekly Practice Sessions:
After each lecture, students logged onto a website to complete practice tasks.
Group 1: Answered 20 fill-in-the-blank (cued-recall) questions with corrective feedback.
Group 2: Restudied 20 statements (passive exposure).
Spacing Schedule:
-Sessions were spaced two days apart (e.g., lecture on Monday; practice on Wednesday, Friday, and Sunday).
Intervention Features:
-Successive Relearning:
Used a dropout method where mastered questions were removed from the session.
Participants aimed to achieve mastery with feedback (answer correctly at least once).
Metacognition:
Participants predicted how well they would answer test questions after each session (Judgment of Learning, JOL, rated 0-100%).
Questionnaires assessed attention, mastery, and anxiety during each session.
Final Tests:
Conducted twice:
42 days after the first lecture.
68 days after the first lecture.
Tests were cumulative and included new material, practiced material, and restudied material.

Question 20

what was the results of Hingham et al 2022 study?

Answer 20

1. Retention:
   Successive relearning led to significantly better performance than restudying.
   Test 1 (42 days): Relearn (.52), Restudy (.35), New (.20).
   Test 2 (68 days): Relearn (.53), Restudy (.43), New (.30).
2. Engagement:
   Students found retrieval-based tasks more engaging but initially challenging.
3. Metacognition:
   Students’ confidence (JOLs) improved over time, reflecting better awareness of the benefits of relearning.

Question 21

George took 12 mins to perfectly recite a list of words twice. After two days, although he couldn’t recite any of the words at first, he was able to recite the list twice after 8 mins. What is his savings score?

Answer 21

33%

Question 22

George took 12 mins to perfectly recite a list of words twice. After two days, although he couldn’t recite any of the words at first, he was able to recite the list twice after 8 mins. What is the criterion?

Answer 22

2

Question 23

What typically happens after each relearning session with successive relearning?

Answer 23

learners take more time to forget the information than they did before

Question 24

Rawson et al. (2018) investigated successive relearning of English word translations. What did they find?

Answer 24

Participants remembered over three quarters of the translations 3 weeks after 4 relearning sessions

Question 25

What is one potential reasons that restudy control groups been omitted from much research on successive relearning?

Answer 25

it is hard to know how long to have participants restudy material because relearning (retrieval) performance varies so much between individuals

Question 26

Higham et al. (2022) examined successive relearning over 3 sessions per week in an Introductory Psychology module and compared it to successive restudying. They found that students:

Answer 26

were more anxious when relearning vs restudying in the first session, but less anxious by the third session

Question 27

Successive relearning is a combination of which two learning strategies?

Answer 27

spacing and retrieval practice