Retrieval practice with particular items from memory can impair the recall of related on a later test. This retrieval-induced forgetting effect has been ascribed to inhibitory processes (M. C. Anderson & B. A. Spellman, 1995). A critical finding that distinguishes interference explanations is found independent (or extralist) cues. In 4 experiments, authors tested whether cue-independent. Forgetting was investigated for both studied and unstudied semantically items. Retrieval-induced not...

Summary The testing effect refers to the finding that retrieval practice leads better long‐term retention than additional study of course material. In present study, we examined whether this generalizes primary school vocabulary learning. We also manipulated word learning context. Children were introduced 20 words by listening a story in which novel embedded (story condition) or isolated (word pairs condition). children practised meaning 10 and restudy. After 1 week, they completed cued...

Summary Although there is a large body of evidence for the utility particular study strategies such as retrieval practice and distributed memory‐enhancing instruments, they are seldom used by learners in educational practice. Thus far, research on use these has focused only undergraduate university students, oftentimes investigating set predefined strategies. The question, thus, remains whether results generalisable to secondary school students. present first explore different With an open...

ABSTRACT Successful adoption of proven effective practice strategies such as distributed may contribute to much‐needed improvement in mathematics performance. However, it is not yet fully understood if beneficial for long‐term retention complex procedural knowledge and, so, which initial performance level this spacing effect occurs. To investigate these two questions, we used a randomised between‐subjects design (Practice Strategy: massed vs. distributed) with 61 primary school students'...

The differential effects of goal specificity on maze learning among 40 young adults and old were investigated. Participants had to navigate through a computerized training-maze task. finish point the could be presented either as specific location or in more general terms. After solving problem, participants required solve same problem again, by moving from start backward start. hypotheses that presence absence would disproportionately compromise enhance, respectively, elderly people's...

The independent cue technique has been developed to test traditional interference theories against inhibition of forgetting. In the present study, authors tested critical criterion for independence cues: Studied cues not presented during (and unrelated cues) should contribute retrieval process. Participants first studied a subset (e.g., rope) that were subsequently together with target in 2nd study phase rope-sailing, sunflower-yellow). phase, an extralist category sports, color) was...

Summary Distributed practice and retrieval are promising learning strategies to use in education. We examined the effects of these primary school vocabulary lessons. Grades 2, 3, 4, 6 children performed exercises that were part regular curriculum. For distributed manipulation, six within 1 week (short‐lag repetition) or across 2 weeks (long‐lag repetition). repetition type copied a description word (restudy) recalled (retrieval practice). At end each week, received cued‐recall test. After 11...

The spacing effect refers to the frequently observed finding that distributing learning across time leads better retention than massing it into one single study session. In present study, we examined whether generalises primary school vocabulary learning. To this aim, children from Grade 3 were taught meaning of 15 new words using a massed procedure and other spaced procedure. in condition divided three sets five words, each set was times sessions. condition, distributed sessions: All...

To determine if and how teachers are being educated about effective learning strategies we analysed the topical coverage of two highly strategies, distributed practice retrieval practice, in introductory teacher education textbooks syllabi. We examined 61 used Flemish Dutch programmes (TEPs) by inventorying descriptive prescriptive information on these therein. Also, whether referred to actual research. The results indicated that mostly fail fully represent strategies. Accurate a minority...

Taking a memory test after an initial study phase produces better long-term retention than restudying the items, phenomenon known as testing effect. We propose that this effect emerges because strengthens semantic features of items’ traces, whereas surface traces. This novel account predicts should be observed even short interval when language switch occurs between learning and final phase. assessed prediction with Dutch-English bilinguals who learned Dutch Deese-Roediger-McDermott word...

We investigated intra-individual monitoring and regulation in learning from text sixth-grade students their teachers. In Experiment 1, provided judgments of (JOLs) for six texts one three cue-prompt conditions (after writing delayed keywords or summaries without a cue prompt) then selected restudy. Teachers also judged students' each text, while seeing - if present the student had written Overall, accuracy was low (.10 students, −.02 teachers) did not differ between conditions. Regulation,...

Summary In eyewitness situations, questioning can be seen as a form of retrieval practice that may have detrimental effects on memory. Memory research has demonstrated not only enhance memory for practiced information but also induce forgetting related information. The present study examined the effect in First, we investigated whether asking questions about particular offender characteristics other characteristics. Second, this is limited to from or influence others crime scene. Third,...

This survey research, assessed whether novice secondary school teachers knew and understood the effectiveness of empirically-supported learning strategies, namely spaced practice, retrieval interleaved using multimodal representations, elaborative interrogation worked-out examples. These ‘proven’ strategies can be contrasted with frequently used that have been found to less effective, such as re-reading, taking verbatim notes, highlighting/underlining, summarizing, cramming. study broadens...

Abstract Fluently retrieving simple multiplication facts leads to an improvement of overall math scores. In the current study, we investigated how best reach this fluency in authentic elementary school setting. We compared short‐term and long‐term effects learning strategies retrieval practice (using flashcards) a restudy control condition (chanting out loud) on fact fluency. Forty‐eight second‐grade pupils received instruction lesson attended three spaced sessions per strategy. The were...

When reading a text in school, the goal is both comprehension and retention. We examined effects of learning strategies summarization factual retrieval practice on third- fourth-grade pupils' retention knowledge from text, using restudy as control condition. The experiment was conducted an authentic classroom setting, with teachers executing original course materials. In 2016, 57 regular pupils (