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ERIC Number: ED551515
Record Type: Non-Journal
Publication Date: 2012
Pages: 75
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-9450-5
Reviewing or Retrieving: What Activity Best Promotes Long-Term Retention?
Lindgren, Paul D.
ProQuest LLC, Ph.D. Dissertation, The University of Nebraska - Lincoln
Research studies repeatedly emphasize the importance of vocabulary capabilities to a large variety of academic activities. This study compared a learning strategy that exclusively involved the visual review of vocabulary word-definition pairs to a strategy that, in addition, prompted participants to attempt free-recall retrieval of words to match specific definitions. This comparison attempted to identify which of the two strategies best produces longer-term attainment of vocabulary knowledge. A group of participants (N = 20) used a web-based system to take a pre-test over 21 relatively difficult SAT-review vocabulary words using a drag and drop graphical user interface. For each participant, the system then randomly assigned 7 of the words to a control treatment condition (no exposure), 7 of the words to a review treatment condition (visual display of the word-definition pairs), and 7 of the words to a retrieval treatment condition (visual display augmented with cycles of free-recall attempts) before guiding the participant through 4 timed treatment cycles. An immediate post-test over all 21 words was administered using the same graphical interface. Students returned at least 7 days later for a delayed final test. No significant difference was detected in that final assessment between the words receiving the retrieve treatment and the review treatment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A