Week 7 - Successive Relearning 2024-25 (PDF)

PSYC1022 Learning to Learn Week 7 Successive Relearning  Overview Retrieval Practice Spaced Learning Successive Relearning combines these two learning techniques Ebbinghaus and the savings score Animal conditioning Rawson et...

PSYC1022 Learning to Learn Week 7 Successive Relearning  Overview Retrieval Practice Spaced Learning Successive Relearning combines these two learning techniques Ebbinghaus and the savings score Animal conditioning Rawson et al. (2018) Exposure confound Higham et al. (2022)  Previous Research Two highly effective study strategies: Retrieval Practice Spaced Practice  Retrieval Practice “A curious peculiarity of our memory is that things are impressed better by active than by passive repetition. I mean that in learning (by heart, for example), when we almost know the piece, it pays better to wait and recollect by an effort from within, than to look at the book again.” (William James, 1890, p. 646)  Typical Design Practice Test Final Initial Learning Test Distractor Restudy Task Equated Exposure Time Higham et al. (2023)  10 Bene ts of Testing Roediger, Putnam & Smith (2011) Bene t 1: Retrieval aids later retention of the material that is tested. Bene t 2: Testing identi es gaps in knowledge. Bene t 3: Testing causes students to learn more from the next learning episode. Bene t 4: Testing produces better mental organisation of knowledge. Bene t 5: Testing improves transfer of knowledge to new contexts. Bene t 6: Testing can facilitate retrieval of information that was not tested. Bene t 7: Testing improves metacognitive monitoring. Bene t 8: Testing prevents interference from prior material when learning new material. Bene t 9: Testing provides feedback to instructors. Bene t 10: Frequent testing encourages students to study. fi fi fi fi fi fi fi fi fi fi fi fi  Spaced Practice “The school-boy doesn't force himself to learn his vocabularies and rules altogether at night, but knows that be must impress them again in the morning.” Hermann Ebbinghaus Retrieval Spacing Successive Retrieval Spacing Relearning  Successive Relearning Retrieval practice to some level of mastery over multiple spaced sessions Mastery - must answer question correctly. If not, corrective feedback is provided and question is answered again later in the same session Criterion level - number of times a given question needs to be answered correctly to achieve mastery Trials-to-criterion - the number of attempts to answer a question to criterion level Dropout method - once question has been answered to criterion level, it is dropped from further study within the learning session Successive Relearning Successive relearning protects against forgetting Takes longer following each relearning (review) session to drop to 80% retention (1 day; 2 days; 3 days)  Savings Score “Mental states of every kind, - sensations, feelings, ideas, - which were at one time present in consciousness and then have disappeared from it, have not with their disappearance absolutely ceased to exist.” Hermann Ebbinghaus (1913) - Memory: A Contribution to Experimental Psychology  Savings Score With each successive relearning event, it takes less time and/or recital attempts to achieve mastery Suggests that “forgotten” memories are not gone, but made temporarily inaccessible Relearning makes them accessible again Savings score = the amount of time or relearning attempts “saved” from having previous learned the items  Savings Score Savings (time to mastery for rst learning) - (time to mastery for relearning) = X 100% Score (time to mastery for rst learning) Savings (trials to mastery for rst learning) - (trials to mastery for relearning) = X 100% Score (trials to mastery for rst learning) fi fi fi fi  Savings Score Chelsea initially took 20 minutes to learn material to one perfect recital. After two days, although she couldn’t perfectly recite the material at rst, it only took her 15 mins to relearn it. What was her savings score? [(20-15)/20] X 100% = [5/20] X 100% = 25% John initially took 16 attempts to learn material to one perfect recital. After a week, although he couldn’t perfectly recite the material at rst, it only took him 10 attempts to relearn it. What was his savings score? [(16-10)/16] X 100% = [6/16] X 100% = 37.5% “Savings Score” In Animal Conditioning Re-conditioning is faster than original acquisition Successive Relearning Rawson, Vaughn, Walsh, & Dunlosky (2018) 48 Lithuanian– English word pairs One initial study trial per item (Lithuanian word with English translation) žolė - grass Relearning with dropout and mastery (criterion level: 1 or 3) žolė - ? Corrective feedback following errors (žolė - grass) Four further relearning sessions each separated by one week Rawson, Vaughn, Walsh, & Dunlosky (2018) 3 weeks after 4th relearning: 77%!!  Confounding Variable: Exposure “Studies contained several different confounds. One group of studies provided learning to perfect performance and then relearning, with feedback, to the criteria of perfect performance (Bahrick, 1979; Bahrick et al., 1993; Bahrick & Phelps, 1987). These studies confounded number of relearning trials with ISI; that is, there was more relearning at longer ISIs” (Cepeda, Pashler, Vul, Wixted, & Rohrer, 2006, p. 363).  Confounding Variable: Exposure In addition: Relearning time is inherently variable between participants Relearning time is variable as criterion level is varied Relearning time is variable as within-session lag between repetitions is varied And so on!  Confounding Variable: Exposure Unlike research on testing effect, control condition does not usually control exposure Rawson et al. (2018): “…relearning potency concerns the advantage of relearning over single-session learning” (p. 61). But would multiple restudy sessions produce comparable performance? Successive Relearning Intervention in Introductory Psychology (Higham et al., 2022) Ours may be the rst study to include a restudy control condition which carefully controlled effects of exposure Following each weekly lecture, students logged on to our website to answer 20 ll-in-the-blank (cued-recall) questions or restudy 20 statements about lecture material Three practice sessions per week criterion level = 1 fi fi  Successive Relearning Intervention in Introductory Psychology (Higham et al., 2022) Spacing gap of two days (Lecture on Mon; Practice: Weds, Fri, & Sun) Practice: Mastery learning with feedback and dropout method Included a metacognitive measure: at the end of each session, participants predicted how well they would be able to answer exam questions on the practiced questions/statements (Judgment of Learning [JOL]: 0-100%). Included questionnaires on attention, mastery, and anxiety (end of each session) Two cumulative cued-recall tests at end of semester: 42 day or 68 days following rst lecture fi Design “______ wrote Principles of Psychology” [answer: James] “James wrote Principles of Psychology” Design Counterbalanced design: Weekly practice task alternates over semester Design Ensures no student is disadvantaged Ensures task is not confounded with material  Design First nal test: 42 days after rst lecture Second nal test 68 days after rst lecture Different, cumulative tests fi fi fi fi  Question Types Practice Attitudes are composed of affective, cognitive, and behavioural components Test Repeat New Attitudes are False _______ is the composed of tendency for people _______, cognitive, to believe that their and behavioural own behaviour is components widely shared Relearning & Restudying self-paced Relearning - Question 1st attempt: 15 sec > 1st attempt: 10 sec Relearning - Feedback 5 sec Relearning - Question 1st attempt: 15 sec > 1st attempt: 10 sec Relearning - Feedback 5 sec  Restudying 1st presentation: 20 sec 2nd presentation: 15 sec Practice Data Performance During Practice Exposure Duration Restudy Time Overall Relearn M = 30 sec Experimental Data (Test 1 and Test 2)  Experimental Test 1 Results (42 days) Practice Type Proportion Correct Answers Relearn.52 (.02) Restudy.35 (.02) New (not practiced).20 (.02) Relearning was better than restudying Restudying was better than new  Experimental Test 2 Results (68 days) Practice Type Proportion Correct Answers Relearn.53 (.02) Restudy.43 (.02) New (not practiced).30 (.02) Relearning was better than restudying Restudying was better than new Metacognitive & Other Rating Data  Judgments of Learning Session 1  Judgments of Learning Session 1  Judgments of Learning Session 1 Anxiety Anxiety Anxiety  Mastery Low scores = More mastery  Mastery Low scores = More mastery  Mastery Low scores = More mastery  Attention Low scores = More Attention  Attention Low scores = More Attention  Attention Low scores = More Attention Student Feedback  Student Feedback “I have found the lling in task much more helpful.” “I hope that this teaching style will be used next semester too. I have learnt a lot. Though, preferably, I would only like to have questions instead of reading statements. Maybe also getting a little more time to answer the questions. But overall, I am very happy.” “I nd the tasks where you ll in the missing word for more engaging and perhaps better for learning than just when reading the statements twice.” “Both tasks really helped consolidate learning. I preferred lling in the statements however, as I felt this task was more engaging than simply reading the statements.” fi fi fi  Conclusions Successive relearning improved student attainment on both tests of module material Including a restudy control condition showed that successive restudying also provides bene ts Students enjoyed the question answering, but not at rst Stick with spaced retrieval practice! JOLs and comments show that students’ metacognition is sensitive to the bene ts of successive relearning, but not at rst fi fi  References Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132, 354–380. https://doi.org/10.1037/0033-2909.132.3.354 Ebbinghaus, H., 1885/1913. Memory (H.A. Ruger, C.E. Bussenius, Transl.). Teachers College Higham, P. A., Zengel, B., Bartlett, L. K., & Hadwin, J. A. (2022). The bene ts of successive relearning on multiple learning outcomes. Journal of Educational Psychology, 114, 928–944. https://doi.org/10.1037/edu0000693 Higham, P. A., Fastrich, G. M., Potts, R., Murayama, K., Pickering, J. S., & Hadwin, J. A. (2023). Spaced retrieval practice: Can restudying trump retrieval? Educational Psychology Review, Advance online publication. https://doi.org/10.1007/ s10648-023-09809-2 James, W. (1890). The principles of psychology, Vol. 1. Henry Holt and Co. https://doi.org/10.1037/10538-000 Rawson, K. A., Vaughn, K. E., Walsh, M., & Dunlosky, J. (2018). Investigating and explaining the effects of successive relearning on long-term retention. Journal of Experimental Psychology: Applied, 24, 57–71. https://doi.org/10.1037/ xap0000146 Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17, 249–255. https://doi.org/10.1111/j.1467-9280.2006.01693.x Roediger III, H. L., Putnam, A. L., & Smith, M. A. (2011). Ten bene ts of testing and their applications to educational practice. In Psychology of learning and motivation (Vol. 55, pp. 1–36). Elsevier. https://doi.org/10.1016/B978-0-12-387691-1.00001-6