ERIC Number: ED047960
Record Type: RIE
Publication Date: 1970-Nov
Reference Count: 0
Temporal Position of Reviews and Its Effect on the Retention of Mathematical Rules.
Gay, Lorraine R.
Reported are the results of a study which investigated the effect of temporal position of review through two experiments. Experiment I involved one review; Experiment II involved two reviews. In Experiment I, eighth grade students were pretested, presented with the learning task (four rules from algebra and geometry), and randomly assigned to one of four groups. Reviews were presented one day (Group I), one week (II), and two weeks (III) after criterion. The control group got no review. Three weeks after the original learning, a retention test was administered. Although the review groups retained more than the control group, temporal position was not significant. Seventh grade students were used in Experiment II. Reviews were made after one and two days (Group I), one and seven days (II), or six and seven days (III). The control group received no review. A three-week retention test showed that the review groups retained significantly more than the control group. Group II retained significantly more than Group I. It was concluded that one review is more effective than no review, while an early and a late review produce optimal retention over a three-week interval. (Author/RS)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Florida State Univ., Tallahassee.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Feb. 4-7, 1971, New York, N.Y.)