ERIC Number: ED344904
Record Type: RIE
Publication Date: 1992-Apr
Reference Count: N/A
Knowledge Learned in College: What Is Remembered?
Semb, George B.; Ellis, John A.
The question examined in this paper is: what is known exactly about variables that affect long-term retention of knowledge learned in school? U. Neisser (1982) asserts that "it is difficult to find even a single study, ancient or modern, of what is retained from academic instruction." Further, popular belief holds that much of the knowledge learned in classrooms is forgotten shortly thereafter. Contrary to these assertions, several studies published in content area journals have addressed this question and found substantial long-term retention. These and other studies are examined to determine how much of the knowledge and principles learned in college classrooms is remembered. Several variables that affect the ability to remember are discussed, including the level of original learning, overlearning, the method of instruction, characteristics of the retention interval, the type of information taught and tested, and individual differences in aptitude and motivation. In general, methods that promote higher levels of original learning produce higher levels of retention. A list of 64 references is included. (Author/SLD)
Descriptors: College Graduates, Educational Research, Higher Education, Individual Differences, Instructional Effectiveness, Knowledge Level, Learning Processes, Literature Reviews, Long Term Memory, Outcomes of Education, Retention (Psychology), Student Motivation, Teaching Methods, Testing Problems
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).