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ERIC Number: EJ968834
Record Type: Journal
Publication Date: 2012-Mar
Pages: 7
Abstractor: As Provided
Reference Count: 18
ISSN: ISSN-1043-4046
Effect of Uniform versus Expanding Retrieval Practice on the Recall of Physiology Information
Dobson, John L.
Advances in Physiology Education, v36 n1 p6-12 Mar 2012
The purpose of this study was to compare the retention of selected physiology concepts throughout 30 days of two different uniform schedules of retrieval and two different expanding schedules of retrieval. Participants (n = 250) first read and reread 30 immunology and reproductive physiology concepts and were then repeatedly assessed, without feedback, according to one of the following four randomly assigned schedules: 1) immediately after learning and again 9 and 19 days later [uniform ("days 1", "10", and "20")]; 2) 7, 14, and 21 days after learning [uniform ("days 8", "15", and "22")]; 3) immediately after learning and again 5 and 15 days later [expanding ("days 1", "6", and "16")]; and "4") 1, 6, and 16 days after learning [expanding ("days 2", "7", and "17")]. All participants completed a final assessment 29 days after learning the physiology concepts. Mean final assessment scores [plus or minus] SE for the uniform ("days 1", "10", and "20"), uniform ("days 8", "15", and "22"), expanding ("days 1", "6", and "16"), and expanding ("days 2", "7", and "17") groups were 36.15 [plus or minus] 1.97, 32.31 [plus or minus] 1.87, 45.80 [plus or minus] 2.56, and 39.71 [plus or minus] 2.48, respectively. There were no differences in final assessment scores between the two expanding retrieval groups, but expanding ("days 1", "6", and "16") group scores were significantly higher than those in both uniform retrieval groups (ANOVA, F = 6.52, P = 0.00). Also, the combined mean of the two expanding retrieval conditions (42.57 [plus or minus] 1.80) was significantly higher (F = 14.09, P = 0.00) than the combined mean of the two uniform retrieval conditions (34.10 [plus or minus] 1.36). The results indicate that participants benefited more from expanding retrieval practice, particularly when the first assessment was administered immediately after learning. (Contains 3 tables and 2 figures.)
American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida