The effect of overlearning on retention.

Krueger, William C.

doi:10.1037/h0072036

Cited by 133 publications

(125 citation statements)

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“…The experiments in our database vary enough along both dimensions to assess the effect of each fairly independently of the other. The top row of graphs in Figure 3 shows the effects of N on model Krueger (1929;left;N=280, |t|=6), and Runquist (1983;right;N=1728, |t|=6). Those in the middle row are from Wickelgren (1968;left;N=40, |t|=5) and Strong (1913;right;N=40, |t|=13).…”

Section: Distinguishability As a Function Of Designmentioning

confidence: 99%

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Assessing the distinguishability of models and the informativeness of data

Navarro

Pitt

Myung

2004

Cognitive Psychology

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Section: Distinguishability As a Function Of Designmentioning

confidence: 99%

“…distinguishability when |t|=6. The HY/SE landscape in the left graph is from a recall study by Krueger (1929;N = 280), and the one on the right is from a cued recall study by Runquist (1983;N = 1728). The effect of increasing N is dramatic.…”

Section: Distinguishability As a Function Of Designmentioning

confidence: 99%

Assessing the distinguishability of models and the informativeness of data

Navarro

Pitt

Myung

2004

Cognitive Psychology

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“…A key finding from Ebbinghaus's pioneering human work (Ebbinghaus 1913) that has received considerable subsequent attention in the psychology literature has been termed the over learning effect (Krueger 1929;Luh 1922). This effect characterizes a fundamental property in the relationship between the duration of a training session and the level of subsequent retention: after reaching a high level of performance during an initial training period, additional training that has little effect on performance can lead to substantial improvements in longterm retention.…”

Section: Introductionmentioning

confidence: 99%

“…For example, if reaching a high level of performance (typically set as 1 error-free trial, although this does not imply that the subject achieved perfect performance in subsequent trials) required 10 trials, 50% over learning requires performing an additional 5 trials. Initial studies focused on verbal recall (memorizing lists of syllables or nouns) (Krueger 1929;Luh 1922) on which most of the work to date has been done (for a review, Driskell et al 1992). However, the over learning effect has been demonstrated on a wide variety of learning paradigms including motor skill learning (e.g., disassembling and assembling a device) (Melnick 1971;Melnick et al 1972;Hagman 1982, 1991).…”

Section: Introductionmentioning

confidence: 99%

Long-Term Retention Explained by a Model of Short-Term Learning in the Adaptive Control of Reaching

Joiner¹,

Smith

2008

Journal of Neurophysiology

173

203

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Joiner WM, Smith MA. Long-term retention explained by a model of short-term learning in the adaptive control of reaching. J Neurophysiol 100: 2948 -2955, 2008. First published September 10, 2008 doi:10.1152/jn.90706.2008. Extensive theoretical, psychophysical, and neurobiological work has focused on the mechanisms by which short-term learning develops into long-term memory. Better understanding of these mechanisms may lead to the ability to improve the efficiency of training procedures. A key phenomenon in the formation of long-term memory is the effect of over learning on retentiondiscovered by Ebbinghaus in 1885: when the initial training period in a task is prolonged even beyond what is necessary for good immediate recall, long-term retention improves. Although this over learning effect has received considerable attention as a phenomenon in psychology research, the mechanisms governing this process are not well understood, and the ability to predict the benefit conveyed by varying degrees of over learning does not yet exist. Here we studied the relationship between the duration of an initial training period and the amount of retention 24 h later for the adaptation of human reaching arm movements to a novel force environment. We show that in this motor adaptation task, the amount of long-term retention is predicted not by the overall performance level achieved during the training period but rather by the level of a specific component process in a multi-rate model of short-term memory formation. These findings indicate that while multiple learning processes determine the ability to learn a motor adaptation, only one provides a gateway to long-term memory formation. Understanding the dynamics of this key learning process may allow for the rational design of training and rehabilitation paradigms that maximize the long-term benefit of each session.

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“…Nearly a century ago, Ebbinghaus (1885Ebbinghaus ( /1913) reported a positive relationship between amount of practice and retention for nonsense syllables, and, more recently (only half a century ago), a similarly uniform relationship was observed for verbal materials (Krueger, 1929) and finger mazes (Krueger, 1930). In still more recent years, however, relating long-term temporal intervals to frequency and similar variables seems to have been of small interest to learning-memory researchers and theorists.…”

Section: Cued Retrievalmentioning

confidence: 99%

Interactions among gender and task variables in retention of verbal materials

Kim

Marx

1984

Bull. Psychon. Soc.

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Data were collected from 684 South Korean 11th-graders in 36 groups of 19 each. They first completed three-or four-letter Korean words, each with one letter provided, using associatedmeaning cues. The words occurred one, two, or three times in the list. Half of the students performed (made the actual response), and the other half observed the performance. Then 0, I, or 7 days later, they were given an unexpected free-recall test. The final cued-retrieval test was administered 0,1, or 7 days thereafter. The students were instructed to form two Korean words, again using associated-meaning cues, from each of 24 six-to eight-letter anagrams. In each letter string, one word had been used in the initial word-completion task and one had not. The major results were that females showed not only the usual superiority in retaining verbal materials, but also greater resistance to the inhibiting effects of a single prior recall on subsequent cued retrieval (Marx, 1982;Marx & Kim, 1984-a prior report of part of this experi· ment). Female superiority in free recall was due largely to less forgetting of the more frequently completed words over the longer test intervals. Male performers retrieved more words than male observers. Overall, performers recalled more words than observers, mainly the words that had been completed two or three times. The various interactions obtained confirm and extend those previously reported for gender and task variables.We report here some interrelated effects of gender and frequency of occurrence of target words, test interval, and performance or observation in acquisition on free recall and subsequent cued retrieval. In the experiment, the free-recall test was manipulated in order to influence subsequent cued retrieval. Because the primary questions addressed by the experiment were entirely different from the present ones, the present data were not included in the previous report of the experiment (Marx & Kim, 1984).Manipulation of the performance/observation variable was intended to replicate certain earlier results. Briefly, these have shown superior acquisition under performance (subject makes response) compared with observation (subject watches perforrner and receives equivalent feedback , if provided) conditions (Marx, Homer,

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The effect of overlearning on retention.

Cited by 133 publications

References 0 publications

Assessing the distinguishability of models and the informativeness of data

Assessing the distinguishability of models and the informativeness of data

Long-Term Retention Explained by a Model of Short-Term Learning in the Adaptive Control of Reaching

Interactions among gender and task variables in retention of verbal materials

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