Enhancing Learning and Retarding Forgetting: Choices and Consequences
Document Type
Article
Publication Date
2007
Keywords
Retention Interval, Spacing Effect, Retrieval Practice, Percent Correct, Vocabulary Learning
Digital Object Identifier (DOI)
https://doi.org/10.3758%2FBF03194050
Abstract
Our research on learning enhancement has been focusing on the consequences for learning and forgetting of some of the more obvious and concrete choices that arise in instruction, including questions such as these: How does spacing of practice affect retention of information over significant retention intervals (up to 1 year)? Do spacing effects generalize beyond recall of verbal materials? Is feedback needed to promote learning, and must it be immediate? Although retrieval practice has been found to enhance learning in comparison with additional study, does it actually reduce the rate of forgetting? Can retrieval practice effects be extended to nonverbal materials? We suggest that as we begin to find answers to these questions, it should become possible for cognitive psychology to offer nonobvious advice that can be applied in a variety of instructional contexts to facilitate learning and reduce forgetting.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
Psychonomic Bulletin & Review, v. 14, issue 2, p. 187-193
Scholar Commons Citation
Pashler, Harold; Rohrer, Doug; Cepeda, Nicholas J.; and Carpenter, Shana K., "Enhancing Learning and Retarding Forgetting: Choices and Consequences" (2007). Psychology Faculty Publications. 1769.
https://digitalcommons.usf.edu/psy_facpub/1769
