Empirical Examinations of the Retention Interval Hypothesis
Comparisons of Learning Methods when Learning is Difficult
Bibliographic Data
| ID | 10123135 |
|---|---|
| Authors | Chizuko Izawa (Tulane University, corresponding author) |
| Year | 1980 |
| Volume | 103 |
| Issue | 1 |
| Pages | 117-129 |
| Publication date | 1980-07-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of General Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0022-1309 • E-ISSN: 1940-0888 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00221309.1980.9711758 |
| OpenAlex | W1995363991 |
| Language | EN |
| Citations received | 3 |
| References cited | 20 |
A consequence of learning a difficult list is that the gain per study trial (learning rate) is small. In this case, then, critical items that enter short-term memory after a study event are expected to be few in number. In such a situation, the retention interval hypothesis formulated to account for both superior and equal performances under the study-test method vis-à-vis the anticipation method predicts little difference between the methods. Similarly, when the two learning procedures are compared as to data primarily reflecting long-term memory such as delayed tests, little performance difference is likely, provided that acquisition occurred with massed practice. Both of these theoretical predictions from the retention interval hypothesis seem to be borne out in all of the three experiments, utilizing 70 undergraduates of both sexes: no significant differences between study-test and anticipation methods were obtained during the acquisition period or on delayed tests
Anticipation (artificial intelligence · Cognitive psychology · Event (particle physics · Interval (graph theory · Significant difference · Statistical hypothesis testing · Statistics · Test (biology · Artificial Intelligence · Computer Science · Mathematics · Psychology · Visual and Cognitive Learning Processes
Short-term retention of individual verbal items.
The retention interval model
Theoretical and Empirical Performance Differences Between Anticipation and Study-Test Methods
Measurements of Association Value (A), Rated Associations (A'), and Scaled Meaningfulness (»»') for the 2100 CVC Combinations of the English Alphabet
Reinforcement-Test Sequences in Paired-Associate Learning
Measurements of Association Value ( a ), Rated Associations ( a′ ), and Scaled Meaningfulness ( m′ ) for the 2100 CVC Combinations of the English Alphabet
Toward a Comprehensive Theory of Variable Performance Differences and Differential Spaced Practice Effects Between Anticipation and Study-Test Methods
| Unique citing works | 3 |
|---|---|
| Citations per year | 0.06 |
| Citation span | 1979 - 1985 (7) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |