This block has a number of objectives. The first objective is that students have knowledge about how children learn in primary and secondary education, and how to translate these insights into effective instruction in both basic areas etc etc
1. Waarom is massed learning op korte termijn effectiever voor het onthouden van de tekst & distributed
learning op lange termijn?
2. Zijn er meer studies die dit effect hebben gevonden (verschillen & overeenkomsten)?
generaliseerbaarheid
Rawson & Kintsch (2005) – Rereading Effects Depend on Time of Test
Previous research has shown better text learning after rereading versus 1 reading of a text. However,
rereading effects have only been explored using immediate tests, whereas most students face delays
between study & test. In 2 experiments, 423 college students read a text once, twice in massed fashion, or twice
with 1 week between trials. Students were tested either immediately or 2 days after study. On an immediate test,
performance was greater after massed vs. single reading, whereas performance for distributed rereading was
not significantly greater than after single reading. On a delayed test, performance was greater after distributed
vs. single reading, whereas performance for massed rereading & single reading no longer differed significantly.
- Benefit of common rereading study strategy well established with different types of texts, readers & tests
- Issues with previous research:
1) mostly used immediate testing delayed/longer-term effects of rereading?
- Study by Dyer et al.: single & rereading condition, immediate & 1-week-delay test
rereading better on both tests (influence of retrieval practice through immediate test?)
2) mostly used massed rereading effect of distributed rereading (compared to massed)?
- Study by Glover & Corkill: distributed (30min delay) > massed
- Study by Krug et al.: distributed rereading (1 week delay) > single & massed
- Meta-analysis by Donovan & Radosevich suggests that distributed rereading benefits are
weaker, less reliable, & may even reverse as complexity of cognitive task increases
Goals: > examine rereading effects with delayed testing in addition to immediate testing
> further investigate the effects of distributed reading.
Experiment 1
Aim: Investigate to what extent rereading is superior to single reading in distributed condition
& to check reliability & generality of previous results concerning distributed rereading (use
of lengthier text & both memory + comprehension tests)
Method: 3 reading conditions: single, massed & distributed (1-week delay). Half of 235 undergrad
participants were tested immediately after trial completion & half with a 2-day delay.
Test used a free recall measure & text comprehension questions.
Results:
Recall Performance
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