Improving student achievement

Furukawa, James M.; Cohen, Nancy J.; Sumpter, Kay

doi:10.1007/bf00973586

Cited by 3 publications

(1 citation statement)

References 9 publications

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“…Finally, there were two studies that reported using a pretest that are not included in Tables 1 or 2. Furukawa, Cohen, and Sumpter (1982) reported an 88% gain from pretest to delayed posttest but did not report the pretest scores. Rickard, Rogers, Ellis, and Beidleman (1988) did not report end-of-course scores but did report an 8% difference between instructed and uninstructed students on a retention test.…”

Section: Measuring Learning and Retention: Prior Knowledge And Guessingmentioning

confidence: 95%

Knowledge Taught in School: What Is Remembered?

Semb

Ellis

1994

Review of Educational Research

118

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Popular belief holds that much of what is taught in classrooms is forgotten shortly thereafter. However, there is evidence from numerous studies that long-term retention for knowledge taught in school is substantial. These studies are reviewed, and several variables that affect the ability to remember are discussed. The article concludes that (a) students retain much of the knowledge taught in the classroom; (b) retention decreases over time as a function of the length of the retention interval but the forgetting curves for knowledge taught in school do not decline as rapidly or asymptote as low as the curves observed in traditional laboratory studies; (c) increasing the level of original learning differentially affects retention performance; (d) both instructional content and assessment tasks affect learning and retention, with one of the most consistent effects being that recognition tasks are retained at higher levels than recall tasks; (e) most instructional strategies that promote higher levels of original learning do not result in differentially better retention (however, several exceptions are discussed); and (f) while higher ability students learn and remember more than lower ability students, there is no evidence for differential forgetting. Implications for research and teaching are discussed.

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Section: Measuring Learning and Retention: Prior Knowledge And Guessingmentioning

confidence: 95%

Knowledge Taught in School: What Is Remembered?

Semb

Ellis

1994

Review of Educational Research

118

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Personality Needs and Short-Term Memory

Nittono

1997

Psychol Rep

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This study examined a possible relationship between personality needs and short-term memory. 102 Japanese college students were administered a Japanese version of the Edwards Personal Preference Schedule and performed 3 verbal short-term memory tests. No reliable correlations were found between memory performance and the scores on the 15 scales of Edwards' schedule. In contrast, course examination scores in introductory psychology were statistically significantly correlated with some scale scores. These results suggested that motivational personality traits would not be related to short-term memory performance, although they were associated with academic achievement.

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Personality Needs and Short-Term Memory

Nittono¹

1997

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Improving student achievement

Cited by 3 publications

References 9 publications

Knowledge Taught in School: What Is Remembered?

Knowledge Taught in School: What Is Remembered?

Personality Needs and Short-Term Memory

Personality Needs and Short-Term Memory

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