Retention of Solutions: It Is Better to Give than to Receive

Buyer, Linda S.; Dominowski, Roger L.

doi:10.2307/1423055

Cited by 19 publications

(13 citation statements)

References 11 publications

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“…In support of this view, subsequent research (see Gardiner, Smith, Richardson, Burrows, & Williams, 1985; also see Buyer & Dominowski, 1989) using word completion as the generating task-similar to the letterclues condition in our Experiment I-showed that increases in retention occurred with increased numbers of letters required for completion of a word. They argued that increases in retention are the result of increases in item difficulty, which is in accord with the effort hypothesis.…”

Section: Possibility 3: Effortsupporting

confidence: 62%

“…This l-week delay had already been used in previous literature (Buyer & Dominowski, 1989) and is the kind of naturalistic situation that we wanted to model (i.e., longterm recall beyond the acquisition session). Moreover, it is needed to insure off-the-ceiling recall of recently learned general information items with this kind of presentation of each answer (Nelson, Gerler, & Narens, 1984, p. 291), because off-the-ceiling performance is a necessary condition for the possibility of observing aGE.…”

Section: Methodsmentioning

confidence: 99%

“…Buyerand Dominowski (1989),usingcommon-knowledge phrases in response to numbers (e.g., 26-letters of the alphabet) found a GE after a l-week retention interval. Thus, our failure to find a GE does not seem to be due to a l-week retention interval.…”

Section: Possibility 2: Delay Between Study and Testmentioning

confidence: 99%

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Failure to obtain a generation effect during naturalistic learning

Carroll

Nelson

1993

Mem Cogn

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Many experiments have obtained a generation effect (GE) with various kinds of laboratory items. Six of the present seven experiments failed to find a GE when the responses were answers to general information questions that had been learned by college undergraduates who had either read or generated the answers during learning several days before the retention test. A GE also did not occur when those same answers were used as responses in paired-associate learning and were tested 20 min after learning. The GE appeared only when subjects learned lists of answers in the absence of the question context, followed by recognition testing. Implications ofthese findings are drawn both for the generality of the GE, especially to the kind of items and naturalistic situations in which learning occurs outside the laboratory, and for the theoretical mechanisms that may underlie the GE in traditional laboratory situations.Although some previous research has not found any difference in eventual recall after learning had occurred through reading as opposed to generatingthe to-be-acquired responses(e.g., when the responsesare nonsense syllables), the typical finding that has been of much current interest and that is called the "generation effect" (GE) is the following: Eventual recall is better after people learn items by generatingthe responses themselves than after they learn the itemsby reading the responsesas experimenter-provided words. However, as McDaniel, Riegler, and Waddill (1990) recently pointed out, "If the generation effect were restricted to one very particular paradigm, then its potential application (e.g., in educational situations) and illumination of learning and memory processes in general would be of questionable value" (p. 796).In accord with this point by McDaniel et al. (1990), we describe below our recurring failure to obtain a GE on items and procedures that we had hoped would produce one. On the assumption that the GE would generalize to everyday materials such as general information items (e.g., "What is the capital of Finland?" Answer = Helsinki) that students learn in naturalistic situations, we compared conditions in which people learned those items by generating as opposed to reading the answers. Our initial goal was to determine how the GE affected various aspects of metamemory such as the feeling of knowing and judgments of learning (note-because a precondition for such an investigation was that a GE should occurand this precondition was never fulfilled in any of our cued-recall experiments-we do not mention further any of the metamemory aspects). Because all but one of our attempts failed to produce a generation effect, these findings confirm the possibility of the limited boundary conditions mentioned by McDapiel et al. In our experiments, the GE did not occur for the ordinary factual items and postacquisition retention intervals that are a part of everyday learning in naturalistic situations. EXPERIMENT 1This experiment explored the possibility of a GE for a situation that involved learning unk...

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Section: Possibility 3: Effortsupporting

confidence: 62%

Section: Methodsmentioning

confidence: 99%

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Failure to obtain a generation effect during naturalistic learning

Carroll

Nelson

1993

Mem Cogn

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“…According to de Bot (1996), language learners are likely to benefit more from being pushed to retrieve target language forms than from merely hearing the forms in the input, because the retrieval and subsequent production stimulate the development of connections in memory. This argument finds some support in the results of experimental studies of the generation effect (e.g., Buyer & Dominowski, 1989;Clark, 1995;Grosofsky, Payne, & Campbell, 1994;Slamecka & Graf, 1978), whereby participants remember items that they have generated in response to cues better than they remember items merely provided to them. Ellis (1997) distinguishes between two types of acquisition: (a) acquisition as the internalization of new forms and (b) acquisition as an increase in control over forms that have already been internalized (see also Bialystok & Sharwood Smith, 1985).…”

Section: Resultsmentioning

confidence: 91%

Patterns of Corrective Feedback and Uptake in an Adult ESL Classroom

Panova¹,

Lyster²

2002

TESOL Quarterly

392

431

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This article begins by synthesizing findings from observational classroom research on corrective feedback and then presents an observational study of patterns of error treatment in an adult ESL classroom. The study examines the range and types of feedback used by the teacher and their relationship to learner uptake and immediate repair of error. The database consists of 10 hours of transcribed interaction, comprising 1,716 student turns and 1,641 teacher turns, coded in accordance with the categories identified in Lyster and Ranta's (1997) model of corrective discourse. The results reveal a clear preference for implicit types of reformulative feedback, namely, recasts and translation, leaving little opportunity for other feedback types that encourage learner‐generated repair. Consequently, rates of learner uptake and immediate repair of error are low in this classroom. These results are discussed in relation to the hypothesis that L2 learners may benefit more from retrieval and production processes than from only hearing target forms in the input.

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“…From this standpoint, health leaders should continuously push individuals and groups within the organization to challenge their performance and to aim for excellence. Retention of solutions : it entails the natural tendency to search for solutions to problems from past experience. 40 Organizations, like people, are mostly driven by the past, rather than pulled by the future. This creates relevant constraints on organizational behaviors and practices.…”

Section: Reframing the Strategic Posture Of The Leadermentioning

confidence: 99%

Leading through the ‘new normality’ of health care

Lega

Palumbo

2021

Health Serv Manage Res

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Health care institutions are witnessing a ‘new normality’, which profoundly reshapes the strategic and management challenges faced by health professionals in their attempt to achieve excellence in the design and delivery of care. This ‘new normality’ triggers a transformation of conventional managing models and leadership styles, which have proved to be unfit with the changed attributes of the external and internal contexts of health care organizations. The ‘new normal’ leadership style relies on the ability of leaders to make sense out of the new challenges that are faced by health care organizations and on their capability to act managerially, sticking to an empowering approach which enables followers. However, the transformation of conventional leadership style is impossible if a rethinking of training activities and learning experiences delivered to health professionals is missing. The article provides an overview of the issues that health leaders and managers encounter in the ‘new normality’ of health care, identifying several unanswered questions which should be addressed to thrive in the changed landscape of health services’ delivery.

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Retention of Solutions: It Is Better to Give than to Receive

Cited by 19 publications

References 11 publications

Failure to obtain a generation effect during naturalistic learning

Failure to obtain a generation effect during naturalistic learning

Patterns of Corrective Feedback and Uptake in an Adult ESL Classroom

Leading through the ‘new normality’ of health care

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