Retention of knowledge acquired in a course in general psychology.

Eurich, Alvin C.

doi:10.1037/h0071566

Cited by 16 publications

(15 citation statements)

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“…In a very general sense, most studies either positively support the existence of an Ebbinghaus' curve for long-term retention of meaningful material learned in school (e.g., Brooks and Bassett 1928;Johnson 1930;Powers 1925) or at least can be aligned with it (e.g., Cederstrom 1930;Eikenberry 1923;Eurich 1934;Greene 1931;Tyler 1933;Wert 1937). That is, most studies report relatively large losses for short retention intervals (months), which accumulate, but level off, for longer retention intervals (years).…”

Section: Laboratory Experimentsmentioning

confidence: 91%

“…A few studies report large losses over the course of less than one year (e.g., Greene 1931;Johnson 1930). The results of most studies are in the range of As much as possible independently assessed, without taking retention performance into account two-thirds to three-fourths retention of knowledge gained in school or college courses after an RI of about a year (Bassett 1929;Brooks and Bassett 1928;Cederstrom 1930;Eurich 1934;Frutchey 1937;Kastrinos 1965;McKeachie and Solomon 1957;Semb et al 1993;Tyler 1933;Watt 1987;Wert 1937). As rather divergent disciplines (e.g., history, psychology, zoology) are included, and the design of these studies also varies substantially, it is not unlikely that 70% retention after an RI of one year can be considered the modal retention value.…”

Section: Laboratory Experimentsmentioning

confidence: 97%

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Long-term retention of basic science knowledge: a review study

Custers

2010

Adv in Health Sci Educ

363

291

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In this paper, a review of long-term retention of basic science knowledge is presented. First, it is argued that retention of this knowledge has been a long-standing problem in medical education. Next, three types of studies are described that are employed in the literature to investigate long-term retention of knowledge in general. Subsequently, first the results of retention studies in general education are presented, followed by those of studies of basic science knowledge in medical education. The results of the review, in the general educational domain as well as in medical education, suggest that approximately two-third to three-fourth of knowledge will be retained after one year, with a further decrease to slightly below fifty percent in the next year. Finally, some recommendations are made for instructional strategies in curricula to improve long term retention of the subject matter dealt with.

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Section: Laboratory Experimentsmentioning

confidence: 91%

Section: Laboratory Experimentsmentioning

confidence: 97%

Long-term retention of basic science knowledge: a review study

Custers

2010

Adv in Health Sci Educ

363

291

View full text Add to dashboard Cite

show abstract

“…Several early studies (Eurich, 1934;Tyler, 1933;Wert, 1937) looked at differences among recognition, recall, and application/interpretation questions. (These categories are similar to Bloom's 1956 taxonomy which appeared 2 decades later.)…”

Section: Content Characteristics and Task Requirementsmentioning

confidence: 99%

“…(These categories are similar to Bloom's 1956 taxonomy which appeared 2 decades later.) Eurich (1934) compared recognition and recall items and found that FIGURE 1. Relative loss score frequencies for recognition, recall, and cognitive skill tasks students had lower retention performance on recall items.…”

Section: Content Characteristics and Task Requirementsmentioning

confidence: 99%

Knowledge Taught in School: What Is Remembered?

Semb

Ellis

1994

Review of Educational Research

118

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Popular belief holds that much of what is taught in classrooms is forgotten shortly thereafter. However, there is evidence from numerous studies that long-term retention for knowledge taught in school is substantial. These studies are reviewed, and several variables that affect the ability to remember are discussed. The article concludes that (a) students retain much of the knowledge taught in the classroom; (b) retention decreases over time as a function of the length of the retention interval but the forgetting curves for knowledge taught in school do not decline as rapidly or asymptote as low as the curves observed in traditional laboratory studies; (c) increasing the level of original learning differentially affects retention performance; (d) both instructional content and assessment tasks affect learning and retention, with one of the most consistent effects being that recognition tasks are retained at higher levels than recall tasks; (e) most instructional strategies that promote higher levels of original learning do not result in differentially better retention (however, several exceptions are discussed); and (f) while higher ability students learn and remember more than lower ability students, there is no evidence for differential forgetting. Implications for research and teaching are discussed.

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“…Initial investigations of learning in introductory baccalaureate courses revealed high levels of retention (e.g., Cederstorm, 1930;Eurich, 1934;Greene, 1931;Johnson, 1930;Spitzer, 1939;Tyler, 1933;Wert, 1937). In many of these studies, though, curricular factors without contemporary parallel (e.g., 12 hours of weekly class and laboratory time per course) were often examined (e.g., Cederstorm) and the assessment of retention beyond the end-of-the-semester examination was rare.…”

mentioning

confidence: 99%

Enhancing Learning in the Introductory Course

Brosvic

Epstein

2007

Psychol Rec

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In an examination of the effects of timing of feedback on student learning, participants were randomly assigned to complete five introductory course tests using either control (Scantron form) or one of three feedback (end-of-test, 24-hr delay, immediate) procedures. A cumulative final examination with 50 new items and 10 items repeated from each course test was used to assess retention during the academic semester. Fifty final examination items, administered at postcourse intervals of 3, 6, 9, and 12 months, were used to measure longer-term retention. The provision of feedback at either the end of a test or after a 24-hr delay, relative to control procedures, increased retention for 3 to 5 weeks during the semester. Robust enhancement of retention at all intervals was observed only when immediate feedback was provided. The magnitude of the immediate feedback effect indicates that students benefit from affirmation of correct responding and notification of incorrect responding during classroom tests and suggests noteworthy potential for creating learnable moments during which students validate and self-correct their knowledge stores.General education and introductory courses expose students to the foundations of an academic discipline. The broadening of the content areas that define academic disciplines, and the integration of multimedia resources into the teaching process, markedly increase the breadth of and depth at which concepts can be presented to enhance traditional lecture materials. Indeed, these changes have prompted many departments to develop a two-semester introductory sequence to better prepare students and to expose them to the content and theory that define an academic major. At many institutions, enrolling in next-level courses and matriculating into an academic major require completion of the introductory course or courses, often with a minimum grade requirement. This gateway reflects not only contemporary enrollment management practices but also traditional pedagogy that learning within an academic major is sequential and that foundational concepts presented in lower level courses should be mastered prior to enrolling in upper-level courses.

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Retention of knowledge acquired in a course in general psychology.

Cited by 16 publications

References 0 publications

Long-term retention of basic science knowledge: a review study

Long-term retention of basic science knowledge: a review study

Knowledge Taught in School: What Is Remembered?

Enhancing Learning in the Introductory Course

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