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ERIC Number: EJ1262020
Record Type: Journal
Publication Date: 2019
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0888-4080
EISSN: N/A
Putting Evidence-Based Claims to the Test: A Multi-Site Classroom Study of Retrieval Practice and Spaced Practice
Gurung, Regan A. R.; Burns, Kathleen
Applied Cognitive Psychology, v33 n5 p732-743 Sep-Oct 2019
Summary Retrieval practice and spacing out studying help increase learning. Introductory Psychology students at nine colleges/universities took quizzes with more (RP+) or less (RP-) retrieval practice and more (SP+) or less (SP-) spacing between quizzes. We compared (N = 351) scores on class exams and on a standardized test. We also measured key student variables (e.g., depth of processing). GPA predicted a significant portion of variance in exam scores, R[superscript 2] = 0.05, F(1, 204) = 10.84, p = 0.001. We found a main effect for retrieval practice and a significant retrieval by spacing practice interaction, R[superscript 2] = 0.28, F(3, 201) = 27.38, p < 0.001. Students using SP+, as well as those with SP- and RP-, scored higher than students using SP- and RP+. In practice, closer attention needs to be paid to quiz and exam content overlap and the duration within which repetition is used.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A