Studies in retention.

Spitzer, Herbert F.

doi:10.1037/h0063404

Cited by 268 publications

(236 citation statements)

References 7 publications

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“…This is consistent with the theories of psychologists such as Mace [51], Spitzer [76] and Pimsleur [62] and is reinforced by the "Blue's Clues" case of school children viewing repeated lessons mentioned in Gladwell's "The Tipping Point" [26]. Extensions to this work could allow each learning object to only be experienced once by a particular student.…”

Section: Corpus Algorithmssupporting

confidence: 68%

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Peer-Based Intelligent Tutoring Systems: A Corpus-Oriented Approach

Champaign

Cohen

2010

Intelligent Tutoring Systems

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In this thesis, we present an artificial intelligence approach for tutoring students in environments where there is a large repository of possible learning objects (e.g. texts, videos). In particular, we advocate that students learn on the basis of past experiences of peers. This aligns with McCalla's proposed ecological approach for intelligent tutoring, where a learning object's history-of-use is retained and leveraged to instruct future students. We offer three distinct models that serve to deliver the required intelligent tutoring: (i) a curriculum sequencing algorithm selecting which learning objects to present to students based on benefits to knowledge obtained by similar peers (ii) a framework for peers to provide commentary on the learning objects they've experienced (annotations) together with an algorithm for reasoning about which annotations to present to students that incorporates modeling trust in annotators (i.e. their reputation) and ratings provided by students (votes for and against) for the annotations they have been shown (iii) an opportunity for peers to guide the growth of the corpus by proposing divisions of current objects, together with an algorithm for reasoning about which of these new objects should be offered to students in order to enhance their learning. All three components are validated as beneficial in improving the learning of students. This is first of all achieved through a novel approach of simulated student learning, designed to enable the tracking of the experiences of a very large number of peers with an extensive repository of objects, through the effective modeling of knowledge gains. This is also coupled with a preliminary study with human participants that confirms the value of our framework. In all, we offer a rich and varied role for peers in guiding the learning of students in intelligent tutoring environments, made possible by careful modeling of the students who are being taught and of the potential benefits to learning that would be derived with the selection of appropriate tutorial content.iii Acknowledgements First and foremost I would like to thank my supervisor, Professor Robin Cohen, for guiding me through the completion of this dissertation and my PhD studies. Robin overwhelmed me with the amount of time and effort she put in to helping me complete my doctoral work. My committee members, Professor Edward Lank and Professor Peter van Beek, have provided detailed and helpful feedback throughout the process, which I greatly appreciate. Thanks as well to Professor Gord McCalla for his helpful advice. My appreciation goes out to the anonymous reviewers who considered earlier versions of this work and provided feedback during conference and journal submissions over the last 4 years.I would like to acknowledge Ahmed Ataullah, Simina Brânzei, John Doucette and Lachlan Dufton for being wonderful officemates: always willing to talk through issues I was working on, go for coffee and share a laugh. I greatly enjoyed working in the AI Group at the University of ...

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Section: Corpus Algorithmssupporting

confidence: 68%

“…Psychologists such as Mace [51], Spitzer [76] and Pimsleur [62] have specifically investigated the learning technique of subsequent review of previously learned material.…”

Section: Repeated Exposure To Learning Objectsmentioning

confidence: 99%

Peer-Based Intelligent Tutoring Systems: A Corpus-Oriented Approach

Champaign

Cohen

2010

Intelligent Tutoring Systems

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“…Delaying a first test also may not benefit learning of more complex prose materials, as opposed to paired associate materials used in the present experiments and nearly all prior research on expanding retrieval. For example, in a classic study of the testing effect, Spitzer (1939) had students read prose passages and then gave them multiple-choice tests after varying delays. He found that testing immediately after studying prevented forgetting on the test and promoted performance on later repeated tests.…”

Section: Implications For Memory Training and For Enhancing Student Lmentioning

confidence: 99%

Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention.

Karpicke¹,

Roediger²

2007

Journal of Experimental Psychology: Learning, Memory, and Cogni

275

299

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Expanding retrieval practice (T. K. Landauer & R. A. Bjork, 1978) is regarded as a superior technique for promoting long-term retention relative to equally spaced retrieval practice. In Experiments 1 and 2, the authors found that expanding retrieval practice of vocabulary word pairs produced short-term benefits 10 min after learning, conceptually replicating Landauer and Bjork's results. However, equally spaced retrieval produced superior retention 2 days later. This pattern occurred both with and without feedback after test trials. In Experiment 3, the 1st test occurred immediately or after a brief delay, and repeated tests were expanding or equally spaced. Delaying the first test improved long-term retention, regardless of how the repeated tests were spaced. The important factor for promoting long-term retention is delaying initial retrieval to make it more difficult, as is done in equally spaced retrieval but not in expanding retrieval. Expanding the interval between repeated tests had little effect on long-term retention in 3 experiments.

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“…Utilizando um modelo estatístico desenvolvido por Glass et al (1982), Bangert-Drowns, Kulik e Kulik (1991) se empenharam em estabelecer uma relação de tipo logarítmico entre o número de testes propostos 11. Desde 1910 os pesquisadores têm afirmado que a simples realização de um teste logo após o ensino (independentemente de todo feedback e de todo procedimento corretivo) favorece a memorização das informações que foram transmitidas (Jones, 1923;Turney, 1931;Spitzer, 1939). Essa hipótese foi abandonada entre 1940 e 1960, para retomar força com o advento do cognitivismo.…”

Section: Quadro 5 Amplitudes Do Efeito Ligadas a Diferentes Aspectos unclassified

Qual pedagogia para aos alunos em dificuldade escolar?

Crahay¹

2007

Cad. Pesqui.

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Tradução: Neide Luzia de Rezende RESUMORepetir o ano não ajuda os alunos com dificuldades. Numerosas pesquisas sobre os efeitos da repetência mostram que em regra geral os alunos fracos que recomeçam o mesmo ano progridem menos que os alunos fracos que são promovidos. Que medidas pedagógicas são necessárias para combater o fracasso escolar? O objetivo deste artigo é proceder a uma revisão do que as pesquisas empíricas revelam sobre os procedimentos mais freqüentemen-te mencionados como meios de obter um aperfeiçoamento pedagógico. Os primeiros dizem respeito à composição e ao manejo de turmas homogêneas e heterogêneas, de classes grandes ou pequenas, e de grupos de alunos com necessidades específicas; os segundos remetem aos dispositivos de individualização da aprendizagem ou à estratégia oposta, de aprendizagem cooperativa e tutoral; os terceiros são relativos à avaliações formativas, seguidas ou não de ações corretivas. Discutindo o conjunto dos resultados, o autor defende um redirecionamento das pesquisas pedagógicas no sentido de investigar prioritariamente os procedimentos mais genéricos, deixando para casos extremos a mobilização de dispositivos baseados num diagnóstico fino das dificuldades de aprendizagem. PEDAGOGIA -REPETÊNCIA -AVALIAÇÃO DA APRENDIZAGEM -DIDÁTICA ABSTRACT WHICH PEDAGOGY FOR STUDENTS WITH SCHOOL DIFFICULTIES? To repeat the year does not help students with difficulties. Several studies about the effects of grade repetition show that in general students who do poorly and start again the same school year progress less than weak students who are promoted. Which pedagogical measures are necessary to combat school failure? The aim of this article is to review what empirical studies reveal about the most often mentioned procedures as a means to attain pedagogical improvement. The first procedures relate to the composition and management of homogeneous and heterogeneous groups, small or big classes, and groups of students with specific needs; the second procedures relate to the learning individualization devices or to the opposite strategy of cooperative and tutorial learning; the third procedures relate to the formative evaluations, either followed or not by corrective actions. When discussing the results, the author defends to redirect the pedagogical studies so as to investigate primarily the most generic procedures,

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Studies in retention.

Cited by 268 publications

References 7 publications

Peer-Based Intelligent Tutoring Systems: A Corpus-Oriented Approach

Peer-Based Intelligent Tutoring Systems: A Corpus-Oriented Approach

Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention.

Qual pedagogia para aos alunos em dificuldade escolar?

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