Department of Psychology :: Principles of Learning :: University of Memphis - 62 views
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The single most important variable in promoting long-term retention and transfer is "practice at retrieval"
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practice at retrieval has been shown to be more effective than merely spending more time studying the material without actively engaging in memory retrieval.
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By doing so repeatedly, especially in varied contexts, the learner strengthens access to this information,
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when intervening tests are spaced, two tests were more effective than a single test in improving long-term retention of material.
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Compared to a cued-recall or recognition intervening test, a free-recall test produced better performance on a final test, regardless of the format of the final test.
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two different effects. One is the "testing effect," in which intervening tests improves learning of concepts that are retrieved from memory
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Align lectures, assignments and tests, so that important information will have to be remembered at different times
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Have students retrieve this information in multiple ways by either varying the questions or context in which it is assessed:
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During lectures, ask students questions to elicit responses that reflect understanding of previously introduced course material.
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This serves the dual purpose of probing students' knowledge, so that misconceptions can be directly and immediately addressed in the lecture.
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Chapter summaries, for instance, may include study questions that ask students to recall major points or conclusions to be drawn from the reading.