Untangling the benefits of multiple study opportunities and repeated testing for cued recall

Cull, William L.

doi:10.1002/(sici)1099-0720(200005/06)14:3<215::aid-acp640>3.0.co;2-1

Cited by 207 publications

(199 citation statements)

References 38 publications

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“…In contrast, all previous experiments examining long-term retention on a delayed criterial test have showed benefits of equally spaced retrieval practice over expanding retrieval (Cull, 2000; press; our present results). We know of no existing study using a continuous paired associate learning task (following Landauer & Bjork, 1978) that has shown that expanding retrieval produces greater long-term retention (after delays greater than 24 hr) than equally spaced practice.…”

Section: Relation To Prior Work On Expanding and Equally Spaced Retricontrasting

confidence: 99%

“…By this logic, the reason that Landauer and Bjork (1978) obtained an advantage of expanding retrieval on relatively short-term tests (around 30-min retention intervals) was due to the enhanced short-term accessibility conferred by the relatively immediate first test in the expanding retrieval condition. However, this initial test was too easy to establish a benefit in long-term retention as measured several days later (Cull, 2000). The equal interval schedule, on the other hand, provides a delayed first test, which harms accessibility during learning but enhances processes that support long-term retention.…”

Section: Prior Research On Expanding Retrievalmentioning

confidence: 99%

“…Of the previous studies comparing expanding and equally spaced practice, only Cull (2000) investigated effects on a delayed final test in two of his experiments, and in both experiments he found positive effects of equally spaced retrieval over expanding retrieval. We obtained the same result in Experiments 1 and 2: Equally spaced practice led to better performance than expanding retrieval on a delayed criterial test.…”

Section: Relation To Prior Work On Expanding and Equally Spaced Retrimentioning

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: Relation To Prior Work On Expanding and Equally Spaced Retricontrasting

confidence: 99%

Section: Prior Research On Expanding Retrievalmentioning

confidence: 99%

Section: Relation To Prior Work On Expanding and Equally Spaced Retrimentioning

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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“…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%

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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“…As in the studies conducted on distributed practice, most experiments on retrieval practice have been conducted using word lists or word pairs (e.g., Bouwmeester & Verkoeijen, 2011;Carpenter, Pashler, & Vul, 2006;Carpenter, Pashler, Wixted, & Vul, 2008;Toppino & Cohen, 2009;Tulving, 1967;Wheeler, Ewers, & Buonanno, 2003) and foreign vocabulary pairs (e.g., Carpenter et al, 2008;Carrier & Pashler, 1992;Fritz, Morris, Acton, Voelkel, & Etkind, 2007;Karpicke, 2009;Karpicke & Roediger, 2008;Pashler, Cepeda, Wixted, & Rohrer, 2005;Pyc & Rawson, 2007Toppino & Cohen, 2009). Some studies have found a beneficial effect of retrieval practice for first language vocabulary learning, with adults (e.g., Cull, 2000;Karpicke & Smith, 2012), as well as with primary school children (e.g., Goossens, Camp, Verkoeijen, Tabbers, & Zwaan, 2014;Metcalfe, Kornell, & Son, 2007). However, none of these studies has been performed in the classroom using materials from the actual vocabulary curriculum.…”

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confidence: 99%

Distributed Practice and Retrieval Practice in Primary School Vocabulary Learning: A Multi‐classroom Study

Goossens

Camp

Verkoeijen

et al. 2016

Applied Cognitive Psychology

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SummaryDistributed practice and retrieval practice are promising learning strategies to use in education. We examined the effects of these strategies in primary school vocabulary lessons. Grades 2, 3, 4, and 6 children performed exercises that were part of the regular curriculum. For the distributed practice manipulation, the children performed six exercises distributed within 1 week (short‐lag repetition) or across 2 weeks (long‐lag repetition). For the repetition type manipulation, children copied a part of the description of a word (restudy) or recalled the description (retrieval practice). At the end of each week, the children received a cued‐recall vocabulary test. After 1 to 11 weeks they received a multiple‐choice vocabulary test. Both on the cued‐recall test and on the multiple‐choice test no benefits of long‐lag repetition and retrieval practice were found. These results put into question the practical value of long‐lag repetition and retrieval practice in real‐life primary school vocabulary lessons.Copyright © 2016 John Wiley & Sons, Ltd.

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Untangling the benefits of multiple study opportunities and repeated testing for cued recall

Cited by 207 publications

References 38 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.

Distributed Practice and Retrieval Practice in Primary School Vocabulary Learning: A Multi‐classroom Study

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