Podcast
Questions and Answers
What is the primary benefit of retrieval practice according to the listed advantages?
What is the primary benefit of retrieval practice according to the listed advantages?
Which learning technique is NOT combined in successive relearning?
Which learning technique is NOT combined in successive relearning?
According to the benefits of testing, which benefit is related to the prevention of interference?
According to the benefits of testing, which benefit is related to the prevention of interference?
William James emphasized that active recall benefits memory. What does he suggest is more beneficial than passive repetition?
William James emphasized that active recall benefits memory. What does he suggest is more beneficial than passive repetition?
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What does the typical design of successive relearning involve after initial learning?
What does the typical design of successive relearning involve after initial learning?
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In the context of testing benefits, which of the following is a commonly cited drawback of frequent testing?
In the context of testing benefits, which of the following is a commonly cited drawback of frequent testing?
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What did students initially think about question answering in their learning process?
What did students initially think about question answering in their learning process?
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Which research study discusses the effectiveness of retrieval practice and spaced learning?
Which research study discusses the effectiveness of retrieval practice and spaced learning?
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Which practice showed improvement in student attainment according to the conclusions drawn?
Which practice showed improvement in student attainment according to the conclusions drawn?
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What task did some students find more engaging than simply reading statements?
What task did some students find more engaging than simply reading statements?
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Which of the following best describes the 'savings score' in the context of memory retention research?
Which of the following best describes the 'savings score' in the context of memory retention research?
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According to the findings, what sensitive aspect of students’ metacognition was highlighted?
According to the findings, what sensitive aspect of students’ metacognition was highlighted?
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What was a noted benefit of including a restudy control condition in the learning process?
What was a noted benefit of including a restudy control condition in the learning process?
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What aspect of study methods did students state positively impacted their learning?
What aspect of study methods did students state positively impacted their learning?
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Which type of task did students express a preference for in the learning process?
Which type of task did students express a preference for in the learning process?
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What is one conclusion drawn about students' attitudes towards different learning tasks?
What is one conclusion drawn about students' attitudes towards different learning tasks?
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What was the primary method used to measure student performance in the study?
What was the primary method used to measure student performance in the study?
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What is the spacing gap between the lectures and practice sessions in the study?
What is the spacing gap between the lectures and practice sessions in the study?
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Which of the following components is NOT part of what attitudes are composed of, according to the research?
Which of the following components is NOT part of what attitudes are composed of, according to the research?
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What type of design was used to ensure no student was disadvantaged?
What type of design was used to ensure no student was disadvantaged?
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During the cumulative tests, how many days after the first lecture was the second final test conducted?
During the cumulative tests, how many days after the first lecture was the second final test conducted?
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What was the average proportion of correct answers for 'Relearn' during Test 1?
What was the average proportion of correct answers for 'Relearn' during Test 1?
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What aspect of the Intervention included a measure for participants to predict their performance?
What aspect of the Intervention included a measure for participants to predict their performance?
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What was identified as an outcome when comparing Relearning and Restudying?
What was identified as an outcome when comparing Relearning and Restudying?
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Which of the following statements about anxiety and mastery is correct?
Which of the following statements about anxiety and mastery is correct?
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What was the main feedback participants received from their practice sessions?
What was the main feedback participants received from their practice sessions?
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What is the primary purpose of successive relearning?
What is the primary purpose of successive relearning?
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What does the 'trials-to-criterion' refer to?
What does the 'trials-to-criterion' refer to?
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What happens to a question after it has been answered to the criterion level in the dropout method?
What happens to a question after it has been answered to the criterion level in the dropout method?
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Which of the following best describes the 'savings score'?
Which of the following best describes the 'savings score'?
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According to the context, what does the statement about 'forgotten' memories imply?
According to the context, what does the statement about 'forgotten' memories imply?
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What is the effect of successive relearning on retention rates?
What is the effect of successive relearning on retention rates?
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In the savings score formula, which aspect is compared between first learning and relearning?
In the savings score formula, which aspect is compared between first learning and relearning?
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What is suggested about the time to drop to 80% retention following each relearning session?
What is suggested about the time to drop to 80% retention following each relearning session?
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What does a savings score represent in the context of relearning?
What does a savings score represent in the context of relearning?
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How is John’s savings score calculated?
How is John’s savings score calculated?
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What factor is primarily mentioned as a confounding variable affecting relearning studies?
What factor is primarily mentioned as a confounding variable affecting relearning studies?
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What was the learning criterion for the Lithuanian-English word pairs in the study conducted by Rawson et al.?
What was the learning criterion for the Lithuanian-English word pairs in the study conducted by Rawson et al.?
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What is one potential outcome of successive relearning mentioned in the content?
What is one potential outcome of successive relearning mentioned in the content?
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What percentage of retention was noted three weeks after the fourth relearning session?
What percentage of retention was noted three weeks after the fourth relearning session?
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What does reconditioning suggest about learning compared to original acquisition?
What does reconditioning suggest about learning compared to original acquisition?
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Which limitation did the study highlight regarding the control of exposure in the research?
Which limitation did the study highlight regarding the control of exposure in the research?
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Study Notes
PSYC1022 Learning to Learn - Week 7
- Successive Relearning combines retrieval practice and spaced learning
- Retrieval practice and spaced practice are highly effective study strategies
- Ebbinghaus and the savings score are discussed
- Animal conditioning is relevant
- Studies by Rawson et al. (2018) and Higham et al. (2022) are cited
- Exposure confound is a potential issue in some studies
Retrieval Practice
- Active repetition is more effective than passive repetition
- Recall from memory is better than looking in a textbook
- Waiting to recall material after partial learning is beneficial
Typical Design
- Initial learning is followed by a practice test and a distractor task
- Restudy is performed if the test is not successful
- Final test assesses learning
Higham et al. (2023)
- Graph demonstrating the proportion of correct answers across spaced learning sessions
- Participants who restudied information once, twice, or thrice outperformed those who did not
- Restudying information improves retention over time
10 Benefits of Testing (Roediger, Putnam & Smith, 2011)
- Retrieval of information improves long-term retention of the material
- Testing identifies knowledge gaps
- Subsequent learning is improved when testing is done
- Improved mental organization of knowledge
- Knowledge transfer is enhanced
- Testing can aid in retrieval of previously untested information
- Metacognitive monitoring is enhanced
- Testing prevents interference from previously learned material
- Testing provides instructors with feedback
- Frequent testing motivates students to study more
Spaced Practice
- The school-boy doesn't force himself to learn vocabulary and rules at once but knows that he will have to recall them in the morning
- This suggests that spreading out learning over time improves retention
Successive Relearning
- Retrieval practice is used to achieve mastery over spaced sessions
- If a question isn't answered correctly, feedback is provided for further attempts
- The criterion level defines how often a question must be answered correctly to achieve mastery
- Trials-to-criterion represents the number of attempts needed to reach the criterion level
- The dropout method skips questions once the criterion level has been met
Successive Relearning - Memory Retention
- The graph shows that memory retention is higher when material is repeatedly restudied
- It takes longer for memory to decrease to 80% retention when restudying is done
Savings Score
- With successive learning attempts, less time is needed to achieve mastery
- "Forgotten" memories aren't lost, but become temporarily inaccessible
- Relearning makes recalled memories accessible again
- The savings score is the difference in time or attempts to master material across the initial and subsequent learning attempts
Calculating Savings Score
- Savings = [(Time/trials to mastery in first learning) - (Time/trials to mastery in relearning)] / (Time/trials to mastery in first learning) * 100%
Example Savings Calculation
- Chelsea took 20 minutes to learn a set of material the first time, and 15 the second time after 2 days. Her savings score is 25%.
- John took 16 attempts to master material and 10 attempts to relearn the material after a week. His savings score is 37.5%.
Savings Score in Animal Conditioning
- Re-conditioning was faster than initial acquisition in animal studies
Rawson et al. (2018)
- 48 Lithuanian-English word pairs used in the study
- Initial study trial per vocabulary item presented
- Relearning trials with mastery criteria of 1 repetition or 3, with corrective feedback.
- Further relearning took place over 4 sessions, each a week apart
Rawson et al. (2018) - Retention Study
- Graph shows percentages of correct answers within 3 weeks after 4th relearning
- Relearning trials are better for long term retention than no relearning
Confounding Variable: Exposure
- Learning to mastery is confounded with the total exposure time
- More exposure time leads to more relearning attempts
- Studies that did not control exposure time provide unreliable conclusions about learning
Successive Relearning Intervention in Introductory Psychology (Higham et al., 2022)
- First study to implement a restudy control condition
- Students completed 20 fill-in-the-blank questions each week in addition to a restudy of the information
- Three practice sessions per week
- Criterion level = 1
Successive Relearning Intervention in Introductory Psychology (Higham et al., 2022) - Session Design
- Two-day spacing in relearning sessions (lecture on Monday, practice on Wednesday, Friday, and Sunday)
- Mastery learning with feedback, and dropout method
- Metacognitive measures with JOLs questionnaire
- Included surveys on attention, mastery, and anxiety
- Two semester-cumulative tests used
Design (PSYC1022 Relearning Scheme)
- Counterbalanced design, weekly practice tasks alternated throughout the semester
- First final test: 42 days after first lecture
- Second final test 68 days after the first lecture
- Different and cumulative tests
Question Types
- Practice questions, used for repeated repetition
- Test questions, used to assesses knowledge
- New questions, questions not yet learned
Relearning and Restudying
- Relearning and restudying were investigated in introductory psychology classes
- Inventing details is called confabulation.
Performance During Practice (Higham et al., 2022) - Graphs
- Graph displaying mean recall accuracy across the first three learning session weeks
Exposure Duration (Higham et al, 2022) - Graphs
- Graph plotting session 1, session 2, and session 3 durations based on weekly exposure times.
Experimental Data (Test 1 and Test 2)
- Relearning was superior to restudying in both tests.
Metacognitive and Other Rating Data
- Judgments of Learning (JOLs) are examined. This study measures participant's perceived ability to answer questions correctly.
- Anxiety is evaluated. The results reveal the levels of participants' anxiety throughout the relearning and restudying interventions.
- Mastery is investigated as a measure of learned materials presented. Low scores are correlated with greater mastery.
- Attention is studied.
Student Feedback
- Positive learner responses to filling-in-the-blank tasks vs simply reading statements.
- Preferences for question-based exercises.
Conclusions
- Successive relearning improved student test results.
- A restudy control group proved the benefits of successive relearning.
- Learners found question answering engaging.
- Spaced retrieval practice is beneficial.
- Metacognition is sensitive to successive relearning, but not from the initial stages
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Description
This quiz covers key concepts from Week 7 of PSYC1022, focusing on Successive Relearning, retrieval practice, and the importance of spaced learning. It discusses the effectiveness of active repetition, studies by Ebbinghaus and others, and highlights the typical design of retrieval practice studies. Prepare to evaluate your understanding of these effective study strategies.
