When further learning fails
Stability and change following repeated presentation of text
Bibliographic Data
| ID | 5267106 |
|---|---|
| Authors | Catherine O Fritz (University of Greater Manchester, corresponding author), Peter E Morris (University of Greater Manchester), Robert A Bjork (0000-0001-5621-5711, University of Greater Manchester), Renée Gelman (0000-0002-3788-2022, University of Greater Manchester), Rochel Gelman, Thomas D Wickens (University of Greater Manchester) |
| Year | 2000 |
| Volume | 91 |
| Issue | 4 |
| Pages | 493-511 |
| Publication date | 2000-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-1269 • E-ISSN: 2044-8295 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1348/000712600161952 |
| PMID | 11104175 |
| OpenAlex | W1965496919 |
| Language | EN |
| Citations received | 15 |
Kay (1955) presented a text passage to participants on a weekly basis and found that most errors and omissions in recall persisted despite repeated re-presentation of the text. Experiment 1 replicated and extended Kay s original research, demonstrating that after a first recall attempt there was very little evidence of further learning, whether measured in terms of further acquisition or error correction, over three more presentations of the text passages. Varying the schedule of presentations and tests had little effect, although performance was better when intermediate trials included both presentation and test than when only presentations or tests occurred. Experiment 2 explored whether this 'failure of further learning' effect could be overcome by (a) warning participants against basing their recall on their previous recall efforts and specifically directing them to base their recall upon the passages, (b) making each presentation more distinctive, or (c) drawing participants' attention to areas that would benefit from further learning by requiring them to tally their omissions and errors. The effect persisted in all cases. The findings have serious implications for the learning of text material
Cognition · Cognitive psychology · Free recall · Presentation (obstetrics) · Recall · Recall test · Schedule · Test (biology) · Verbal learning · Computer Science · Educational Strategies and Epistemologies · Medicine · Memory Processes and Influences · Neuroscience · Psychology · Visual and Cognitive Learning Processes
Assessment for learning
Education students and their teachers
The Impact of Assessment on Student Learning
Making Sense of Assessment Feedback in Higher Education
Self-Regulated Learning
The elephant in the science staff room
Learning computer algorithms through dynamic visualizations
Do students value feedback? Student perceptions of tutors’ written responses
Effectiveness of feedback
Biology students’ utilization of tutors’ formative feedback
A scholarly approach to solving the feedback dilemma in practice
A social constructivist assessment process model
Comparing the effectiveness of multiple text reading and rereading on knowledge retention and metacognitive accuracy
Failure of further learning
The role of recalling previous errors in middle‐school children's learning
| Citations per year | 0.63 |
|---|---|
| Citation span | 2002 - 2025 (24) |
| Highly cited | No |