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ERIC Number: EJ1004908
Record Type: Journal
Publication Date: 2012-Jan
Pages: 4
Abstractor: As Provided
Reference Count: 18
ISSN: ISSN-0098-6283
A Free-Recall Demonstration versus a Lecture-Only Control: Learning Benefits
Balch, William R.
Teaching of Psychology, v39 n1 p34-37 Jan 2012
On their first class day, introductory psychology students took a 14-question multiple-choice pretest on several principles of memory including primacy, recency, storage, retrieval, counterbalancing, and the free-recall method. I randomly preassigned students to come at one of two different times to the second class, 2 days later, when they either participated in a free-recall demonstration/debriefing or heard a lecture on comparable material. In the third class, five days later, they took a posttest identical to the pretest. On the posttest but not the pretest, students participating in the demonstration/debriefing significantly outperformed those hearing only the lecture. (Contains 1 table.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A