Improving retention by placing retrieval practice at the end of class

A naturalistic study

Bibliographic Data

ID21435745
AuthorsRoberta Ekuni (0000-0003-1490-0184, Universidade Estadual do Norte do Paraná), Sabine Pompéia (0000-0002-5208-8003, Universidade Federal de São Paulo)
Year2020
Volume52
Pages22
Publication date2020-07-15
Open AccessYes
TypeARTICLE
VenueRevista Latinoamericana de Psicología (JOURNAL)
Journal identifiersISSN: 0120-0534
PublisherFundacion Universitaria Konrad Lorenz (PUBLISHER • CO)
DOI10.14349/rlp.2020.v52.3
OpenAlexW3038587040
LanguageEN
References cited46

Attempting to recall previously encountered information by being tested or quizzed (retrieval practice: RP) enhances memory. In real classrooms, however, it is unclear when testing should take place (placement) in order to elicit better learning. We tested students using authentic undergraduate-course materials with two placements, followed by collective feedback: (a) at the end of the class in which content was taught; or (b) at the beginning of the next class. Re-teaching (RT) the same content through lecturer led-reviews at the same placements was used as a control condition. RP and RT plus feedback took 15 min of 100 min-long classes and were applied during 12 classes after which retention was assessed by exams. Participants were 114 students enrolled in a biweekly taught course. Testing (RP) once at the end of the same class in which content was taught boosted academic scores by around 10% compared to the other manipulations

Art · Humanities · Interpreting and Communication in Healthcare · Memory Processes and Influences · Psychology · Radiology practices and education

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