Proactive and Retroactive Facilitation of Long-Term Retention by Curriculum Continuity
Bibliographic Data
| ID | 8222789 |
|---|---|
| Authors | Hanna J Arzi (The Weizmann Institute of Science, Rehovot, Israel, corresponding author), Ruth Ben-Zvi (The Weizmann Institute of Science, Rehovot, Israel), Ruth Ben‐Zvi (Weizmann Institute of Science), Uri Ganiel (The Weizmann Institute of Science, Rehovot, Israel) |
| Year | 1985 |
| Volume | 22 |
| Issue | 3 |
| Pages | 369-388 |
| Publication date | 1985-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/00028312022003369 |
| OpenAlex | W2103513185, W4243980418 |
| Language | EN |
| Citations received | 1 |
| References cited | 18 |
A longitudinal research study was designed to investigate effects of mutual interrelations between courses in sequential teaching on long-term retention of learning. This paper mainly relates to the following question: Is the retention of previously learned course material facilitated by new content taught in subsequent courses? Students were followed up for 3 consecutive years from junior to senior high school. Two groups were investigated: Both had studied the same introductory physical science course in grade 7, but only one group continued to study related physical science topics in grade 8. Analysis of longitudinally matched data detected significant proactive and retroactive effects of courses: (a) Prior knowledge acquired in grade 7 facilitated further learning in grade 8; and (b) retention of the grade 7 subject matter over a 2-year interval was higher in the group that had studied physical science continuously during grades 7 and 8. These long-lasting effects are not due to mere rehearsal, since the content of the grade 7 course is used but not retaught in subsequent courses. Explanations are provided by Ausubel's assimilation theory. The main educational implication is that a program composed of a hierarchical sequence of learning units is superior to a discontinuous array of discrete courses
Cognitive psychology · Curriculum · Facilitation · Knowledge retention · Mathematics education · Medical education · Pedagogy · Social facilitation · Subject matter · Term (time · Evaluation of Teaching Practices · Higher Education and Teaching Methods · Higher Education Learning Practices · Online and Blended Learning · Online Learning and Analytics · Psychology · Social Psychology
| Citations per year | 0.03 |
|---|---|
| Citation span | 1989 - 1989 (1) |
| Highly cited | No |