Animation Production: Documentation and Organization by Musburger PhD Robert B

Author:Musburger, PhD, Robert B.
Language: eng
Format: azw3
ISBN: 9781138229549
Publisher: CRC Press
Published: 2017-08-02T04:00:00+00:00

Figure 3.4 The results from Glover14 (Experiments 4a, 4b, and 4c) show that free recall for retrieval practice is more beneficial than using cued recall or recognition for retrieval practice at delayed testing independently of the format of the posttest. (The results are presented in terms of the proportion of information ideas recalled out of 24)

What were the results on the final recall test on Day 5? The main finding was that students who used free recall for retrieval practice remembered more information than students in any other condition (see Figure 3.4, Experiment 4a). Thus, free recall for retrieval practice is more beneficial than using cued recall or recognition for retrieval practice.

Perhaps the students in the free recall group had an advantage over the other groups because the test on Day 3 was the same on Day 5. That is, the retrieval practice was identical to the final test, whereas the other students in the experimental groups did different tasks on Days 3 and 5. As it turns out, Glover addressed this by conducting two additional experiments. These were identical to the first experiment with one exception: the final test on Day 5 differed so that it matched the retrieval practice for one of the other groups. In one of the follow-up experiments, cued recall was used for the final test and in the other experiment recognition was used for the final test. If alignment between retrieval practice on Day 3 and final test on Day 5 is responsible for superior performance, then retrieval practice on Day 3 should be better when the final test matches the form of retrieval practice. That is, the cued recall group should have the best performance when the final test involves cued recall, whereas the recognition group should have the best performance when the final test involves recognition. Conversely, if free recall as a type of retrieval practice is more effective than cued recall or recognition, then the free recall group should have superior performance on the final test independently of the form of the final test. As can be seen in Figure 3.4, the data were consistent with the second explanation. The students who engaged in free recall for retrieval practice had higher scores than students in the other groups even when the final test matched the retrieval practice for the other groups. When the final test was cued recall (see Figure 3.4, Experiment 4b) and when it was recognition (see Figure 3.4, Experiment 4c), the free recall groups had the highest scores.

This indicates that free recall for retrieval practice is a desirable difficulty. A difficulty is considered to be desirable when the challenge involved in responding to a task supports learning. For example, a free recall for retrieval practice is more difficult than cued recall or recognition, but free recall as a form of retrieval practice supports long-term learning better than cued recall or recognition.

In Glover’s experiments, there was a 2-day time gap between retrieval practice and the final test. Will these

Download

Copyright Disclaimer:
This site does not store any files on its server. We only index and link to content provided by other sites. Please contact the content providers to delete copyright contents if any and email us, we'll remove relevant links or contents immediately.