Retention of Text Material under Cued and Uncued Recall and Open and Closed Book Conditions

Evidence supports the benefits of effortful processing in strengthening retention of newly learned material. The present study compared two forms of effortful processing, uncued (free) recall and cued recall, under both open and closed book conditions, on both immediate and delayed (one-week) test p...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Jeffrey Nevid [verfasserIn] Yea Seul Pyun [verfasserIn] Brianna Cheney [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2016

Schlagwörter:	Retrieval practice open book closed book cued recall uncued recall

Übergeordnetes Werk:	In: International Journal for the Scholarship of Teaching and Learning - Georgia Southern University, 2018, 10(2016), 2
Übergeordnetes Werk:	volume:10 ; year:2016 ; number:2

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.20429/ijsotl.2016.100210

Katalog-ID:	DOAJ023068043

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title	Retention of Text Material under Cued and Uncued Recall and Open and Closed Book Conditions
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title_auth	Retention of Text Material under Cued and Uncued Recall and Open and Closed Book Conditions
abstract	Evidence supports the benefits of effortful processing in strengthening retention of newly learned material. The present study compared two forms of effortful processing, uncued (free) recall and cued recall, under both open and closed book conditions, on both immediate and delayed (one-week) test performance. Participants read a section of a child psychology text and then completed either an uncued recall task in which they typed as much information as they could recall, or a cued recall task, in which they typed answers to study questions. Recall was conducted under open versus closed book conditions. No differences between cued and uncued conditions were obtained, but participants performed better on immediate test performance in the open book condition. No significant effects were found at delayed assessment. The results point to a short-term advantage of effortful review of text materials performed with access to study materials.
abstractGer	Evidence supports the benefits of effortful processing in strengthening retention of newly learned material. The present study compared two forms of effortful processing, uncued (free) recall and cued recall, under both open and closed book conditions, on both immediate and delayed (one-week) test performance. Participants read a section of a child psychology text and then completed either an uncued recall task in which they typed as much information as they could recall, or a cued recall task, in which they typed answers to study questions. Recall was conducted under open versus closed book conditions. No differences between cued and uncued conditions were obtained, but participants performed better on immediate test performance in the open book condition. No significant effects were found at delayed assessment. The results point to a short-term advantage of effortful review of text materials performed with access to study materials.
abstract_unstemmed	Evidence supports the benefits of effortful processing in strengthening retention of newly learned material. The present study compared two forms of effortful processing, uncued (free) recall and cued recall, under both open and closed book conditions, on both immediate and delayed (one-week) test performance. Participants read a section of a child psychology text and then completed either an uncued recall task in which they typed as much information as they could recall, or a cued recall task, in which they typed answers to study questions. Recall was conducted under open versus closed book conditions. No differences between cued and uncued conditions were obtained, but participants performed better on immediate test performance in the open book condition. No significant effects were found at delayed assessment. The results point to a short-term advantage of effortful review of text materials performed with access to study materials.
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title_short	Retention of Text Material under Cued and Uncued Recall and Open and Closed Book Conditions
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