The Timing Effect of Initial Retrieval Practice on the Retention of Prose Material for the Upper Elementary Graders

Although a great deal of empirical evidence has indicated that retrieval practice is an effective means of promoting learning and memory, very few studies have investigated the strategy in the context of an actual class. The primary purpose of this study was to determine if a series of very brief retrieval quizzes could significantly improve the retention of previously tested information throughout an anatomy and physiology course. A second purpose was to determine if there were any significant differences between expanding and uniform patterns of retrieval that followed a standardized initial retrieval delay. Anatomy and physiology students were assigned to either a control group or groups that were repeatedly prompted to retrieve a subset of previously tested course information via a series of quizzes that were administered on either an expanding or a uniform schedule. Each retrieval group completed a total of 10 retrieval quizzes, and the series of quizzes required (only) a total of 2 h to complete. Final retention of the exam subset material was assessed during the last week of the semester. There were no significant differences between the expanding and uniform retrieval groups, but both retained an average of 41% more of the subset material than did the control group (ANOVA, F = 129.8, P = 0.00, ηp2 = 0.36). In conclusion, retrieval practice is a highly efficient and effective strategy for enhancing the retention of anatomy and physiology material.

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After Initial Retrieval Practice, More Retrieval Produces Better Retention Than More Study in the Word Learning of Children With Developmental Language Disorder

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-20-00105 ◽

2020 ◽

Vol 63 (8) ◽

pp. 2763-2776

Author(s):

Laurence B. Leonard ◽

Patricia Deevy ◽

Jeffrey D. Karpicke ◽

Sharon L. Christ ◽

Justin B. Kueser

Keyword(s):

Word Learning ◽

Retrieval Practice ◽

Language Disorder ◽

Developmental Language Disorder ◽

Learning Session ◽

Study Condition ◽

Learning Procedure ◽

Word Forms ◽

Clinical Tools ◽

Initial Retrieval

Purpose Children with developmental language disorder (DLD) often have difficulty with word learning. Recent studies have shown that incorporating retrieval practice provides a significant benefit to this learning. However, we have not yet discovered the best balance between the amount of retrieval and the amount of study (hearing the word in the presence of the referent) that is provided. In this investigation, we compared a word learning procedure using more retrieval and less study with a procedure that used more study and less retrieval. Method Participants were 13 children with DLD and 13 same-age peers with typical language development (TD). Both groups ranged in age from 4 to 6 years. The children learned two sets of novel words, with each set taught in two sessions. During an initial criterion period, the children had the opportunity to retrieve all of the words. Following this period, the words were either retrieved without further study or studied without additional retrieval. Recall and recognition testing immediately followed the second learning session and was repeated 1 week later. Testing assessed the children's retention of both the word forms and their meanings. Results Better recall both immediately after learning and after 1 week was seen for the more retrieval/less study condition. This was seen for both groups of children for word form recall and for children with DLD for meaning. Group differences were not found. Conclusion This study served as a stringent test of the benefits of retrieval to children's word learning. Continued retrieval after initial retrieval practice appeared to be helpful even when further study was discontinued and when the comparison study condition had also provided retrieval practice in the initial stages. Further refinement of retrieval procedures might lead to the development of useful clinical tools to promote word learning.

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Retrieval-Based Learning in Children

Current Directions in Psychological Science ◽

10.1177/0963721418806673 ◽

2019 ◽

Vol 28 (2) ◽

pp. 111-116 ◽

Cited By ~ 9

Author(s):

Lisa K. Fazio ◽

Elizabeth J. Marsh

Keyword(s):

Elementary School ◽

Elementary School Students ◽

Learning Strategies ◽

Retrieval Practice ◽

Developmental Trajectory ◽

School Students ◽

Flash Cards ◽

Initial Retrieval

Testing oneself with flash cards, using a clicker to respond to a teacher’s questions, and teaching another student are all effective ways to learn information. These learning strategies work, in part, because they require the retrieval of information from memory, a process known to enhance later memory. However, little research has directly examined retrieval-based learning in children. We review the emerging literature on the benefits of retrieval-based learning for preschool and elementary school students and draw on other literatures for further insights. We reveal clear evidence for the benefits of retrieval-based learning in children (starting in infancy). However, we know little about the developmental trajectory. Overall, the benefits are largest when the initial retrieval practice is effortful but successful.

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A Clinical Study of Twenty-seven Children Exhibiting Functional Hearing Loss

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1201.26 ◽

1981 ◽

Vol 12 (1) ◽

pp. 26-35 ◽

Cited By ~ 14

Author(s):

Donald L. McCanna ◽

Giacinto DeLapa

Keyword(s):

Hearing Loss ◽

Clinical Study ◽

Early Identification ◽

Behavioral Responses ◽

Upper Elementary ◽

Elementary Grades ◽

Ability Level ◽

Hearing Problem

This report reviews 27 cases of children exhibiting functional hearing loss. The study reveals that most students were in the upper elementary grades and were predominantly females. These subjects were functioning below their ability level in school and were usually in conflict with school, home, or peers. Tests used were selected on the basis of their helping to provide early identification. The subjects' oral and behavioral responses are presented, as well as ways of resolving the hearing problem. Some helpful counseling techniques are also presented.

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