Expanding understanding of the expanding-pattern-of-retrieval mnemonic: Toward confidence in applicability.

Cull, William L.; Shaughnessy, John J.; Zechmeister, Eugene B.

doi:10.1037/1076-898x.2.4.365

Cited by 79 publications

(120 citation statements)

References 24 publications

(21 reference statements)

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“…Rea and Modigliani (1985) and Cull et al (1996) argued that expanding retrieval should be applied in educational settings as a way to improve student learning. Schacter, Rich, and Stampp (1985) used expanding retrieval to improve memory in amnesic patients.…”

Section: The Testing Effect and Expanding Retrieval Practicementioning

confidence: 99%

“…They found a 6% advantage of expanding retrieval over equally spaced practice, although this effect was not statistically significant. Cull et al (1996) carried out a more extensive analysis with five experiments, again using a continuous paired associate task with a final test immediately after the learning phase. However, they obtained significant positive effects of expanding retrieval over equally spaced practice in only two of the five experiments.…”

Section: Prior Research On Expanding Retrievalmentioning

confidence: 99%

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Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention.

Karpicke¹,

Roediger²

2007

Journal of Experimental Psychology: Learning, Memory, and Cogni

269

299

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Expanding retrieval practice (T. K. Landauer & R. A. Bjork, 1978) is regarded as a superior technique for promoting long-term retention relative to equally spaced retrieval practice. In Experiments 1 and 2, the authors found that expanding retrieval practice of vocabulary word pairs produced short-term benefits 10 min after learning, conceptually replicating Landauer and Bjork's results. However, equally spaced retrieval produced superior retention 2 days later. This pattern occurred both with and without feedback after test trials. In Experiment 3, the 1st test occurred immediately or after a brief delay, and repeated tests were expanding or equally spaced. Delaying the first test improved long-term retention, regardless of how the repeated tests were spaced. The important factor for promoting long-term retention is delaying initial retrieval to make it more difficult, as is done in equally spaced retrieval but not in expanding retrieval. Expanding the interval between repeated tests had little effect on long-term retention in 3 experiments.

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Section: The Testing Effect and Expanding Retrieval Practicementioning

confidence: 99%

Section: Prior Research On Expanding Retrievalmentioning

confidence: 99%

Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention.

Karpicke¹,

Roediger²

2007

Journal of Experimental Psychology: Learning, Memory, and Cogni

269

299

View full text Add to dashboard Cite

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“…Cull, Shaughnessy, and Zechmeister (1996) noted that there has been surprisingly little published work on expanded retrieval practice, even though it would appear to have considerable potential in applied situations. They speculated that this possibly was due to the fact that the original observation appeared in a chapter.…”

Section: Evidence For Benefits Of Expanded Over Equal-intervalmentioning

confidence: 99%

“…One account is based on the benefits of retrieval under easy and difficult retrieval situations by Bjork (1994). Bjork has noted that difficulties during study may force participants to process the Table 1 Results From the Cull, Shaughnessy, and Zechmeister (1996), Cull (2000), and Carpenter and Delosh (2005) Studies information more fully, and hence this would lead to better retention. Because the longest retention interval in the expanded retrieval condition, compared with the equal-interval condition, should produce increased difficulty, with successful retrieval, this condition should produce the best long-term retention.…”

Section: Why Might Expanded Retrieval Practice Produce Amentioning

confidence: 99%

“…The results of a later cued-recall test yielded a large benefit for both the expanded and equal-interval condition over the massed condition. More important, there was a small but significant effect (approximately a 7% benefit, on the basis of interpolation from their Figure 2) of the expanded condition over the equal-interval condition in the final cued-recall test.Cull, Shaughnessy, and Zechmeister (1996) noted that there has been surprisingly little published work on expanded retrieval practice, even though it would appear to have considerable potential in applied situations. They speculated that this possibly was due to the fact that the original observation appeared in a chapter.…”

mentioning

confidence: 99%

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Does expanded retrieval produce benefits over equal-interval spacing? Explorations of spacing effects in healthy aging and early stage Alzheimer's disease.

Balota

Duchek

Sergent-Marshall

et al. 2006

Psychology and Aging

112

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Three experiments explored different schedules of retrieval practice in young adults, older adults, and individuals with dementia of the Alzheimer type. In each experiment, an initial acquisition phase was presented in which participants studied or attempted to retrieve response words to cues, followed by a later cued-recall test. Experiment 1 produced a benefit of expanded retrieval over equal-interval retrieval during acquisition, but this benefit was lost in final cued recall. In Experiments 2 and 3, participants received corrective feedback during acquisition and modified spacing schedules. There was again no evidence of a difference between expanded and equal-interval conditions in final cued recall. Discussion focuses on the potential benefits and costs of expanded retrieval on a theoretical and applied level.Keywords: aging, Alzheimer's disease, memory, retrievalThe advantage of spaced learning episodes over massed learning episodes is one of the most fundamental characteristics in learning (see, e.g., Crowder, 1976, Chapter 9). In the present study, we examine an extension of the spacing effect that has considerable potential for maximizing the benefits of spacing. Specifically, a particular type of spacing that expands the interval between learning episodes appears to afford an additional advantage over a spacing schedule that equally spaces the study episodes. For example, in learning the name of a new person just introduced, one might use an expanded practice schedule by retrieving the name at an interval of 15 s, 45 s, and 60 s, compared with an equally spaced practice of retrieving the name pair every 40 s. This particular type of spacing, referred to as expanded retrieval practice, has been extended to applied situations, including educational settings (e.g., Rea & Modigliani, 1985), and to individuals with memory impairments, such as individuals with early stage dementia of the Alzheimer's type (DAT; e.g., Camp, Foss, Stevens, & O'Hanlon, 1996).The goal of the present series of experiments is to explore the benefits of expanded retrieval in young adults, healthy older adults, and individuals with early stage DAT. First, we briefly review the empirical evidence for this phenomenon, the potential theoretical accounts, and why one might be especially interested in this procedure in these particular groups of individuals. Evidence for Benefits of Expanded Over Equal-IntervalSpaced Retrieval Landauer and Bjork (1978) were the first to fully explore the benefits of expanded retrieval over equal-interval spacing in two controlled experiments. In their first experiment, participants were initially presented a deck of cards that included fictitious first and second names of individuals. We refer to this as the acquisition phase. For present purposes, we focus on the trials in which participants were first presented both the first and second names intact, followed at varying schedules of receiving cards with only the first name of the study pair as a retrieval cue for the second name. For example, in the ex...

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Psychological Experimentation Addressing Practical Concerns

Nickerson

Pew²

2003

Handbook of Psychology

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In this chapter we focus on experimental research that has been motivated explicitly by practical concerns or that has yielded results the practical implications of which are relatively direct. Following some comments about the distinction between basic and applied research, and about indications of a recently growing interest in applications, we describe the historical roots of applied experimental psychology and the status of the field today. We note studies in several applications areas illustrating the broad range of topics that applied experimentation has addressed. We give examples of challenges for applied experimentation that come from psychological, social or technological concerns, and we argue the necessity of clearly communicating the practical implications of experimentation if they are to applied to good effect.

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Expanding understanding of the expanding-pattern-of-retrieval mnemonic: Toward confidence in applicability.

Cited by 79 publications

References 24 publications

Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention.

Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention.

Does expanded retrieval produce benefits over equal-interval spacing? Explorations of spacing effects in healthy aging and early stage Alzheimer's disease.

Psychological Experimentation Addressing Practical Concerns

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