The effects of pacing and mode of adjunct questions on short and long term retention of written materials.

Yasutake, Joseph Y.

doi:10.1037/e419002004-001

Cited by 1 publication

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“…Again, these differences are more quantitative than qualitative and are not predicted to produce differential forgetting. In fact, many instructional strategy studies found no differences among treatments in level of original learning or retention (e.g., Beane, 1962;Flowers, 1987;Robin & Graham, 1974;Shearer, 1963;Yasutake, 1974). In studies where treatments did produce higher levels of original learning that carried over to the retention exam, there were usually no interactions (e.g., oral versus written testing, Balcerzak, 1975; active versus passive responding to television instruction, Brashear, 1974;programmed instruction plus outlining, Furukawa, 1977;study-for-test versus study-to-learn instructions, Halpin & Halpin, 1982; overt versus covert responding, Karis, 1970;audiovisual versus written presentation, Meckler & Vogler, 1983).…”

Section: Knowledge Taught In Schoolmentioning

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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Section: Knowledge Taught In Schoolmentioning

confidence: 99%