The Critical Importance of Retrieval—and Spacing—for Learning

Soderstrom, Nicholas C.; Kerr, Tyson; Bjork, Robert A.

doi:10.1177/0956797615617778

Cited by 44 publications

(37 citation statements)

References 21 publications

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“…The contrast of our findings with these other studies suggests that it is important to embed active learning exercises in lectures as low‐stakes formative assessments throughout the entire term. This idea is consistent with studies that have shown a large positive effect of repeated testing on student performance (Butler and Roediger, ; Karpicke and Roediger, ; Soderstrom et al, ), including in anatomy contexts (Logan et al, ; Dobson and Linderholm, ).…”

Section: Discussionsupporting

confidence: 88%

Effects of image‐based and text‐based active learning exercises on student examination performance in a musculoskeletal anatomy course

Gross

Wright

Anderson

2017

Anatomical Sciences Ed

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Research on the benefits of visual learning has relied primarily on lecture-based pedagogy, but the potential benefits of combining active learning strategies with visual and verbal materials on learning anatomy has not yet been explored. In this study, the differential effects of text-based and image-based active learning exercises on examination performance were investigated in a functional anatomy course. Each class session was punctuated with an average of 12 text-based and image-based active learning exercises. Participation data from 231 students were compared with their examination performance on 262 questions associated with the in-class exercises. Students also rated the helpfulness and difficulty of the in-class exercises on a survey. Participation in the active learning exercises was positively correlated with examination performance (r = 0.63, P < 0.001). When controlling for other key demographics (gender, underrepresented minority status) and prior grade point average, participation in the image-based exercises was significantly correlated with performance on examination questions associated with image-based exercises (P < 0.001) and text-based exercises (P < 0.01), while participation in text-based exercises was not. Additionally, students reported that the active learning exercises were helpful for seeing images of key ideas (94%) and clarifying key course concepts (80%), and that the image-based exercises were significantly less demanding, less hard and required less effort than text-based exercises (P < 0.05). The findings confirm the positive effect of using images and active learning strategies on student learning, and suggest that integrating them may be especially beneficial for learning anatomy. Anat Sci Educ 10: 444-455. © 2017 American Association of Anatomists.

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Section: Discussionsupporting

confidence: 88%

Effects of image‐based and text‐based active learning exercises on student examination performance in a musculoskeletal anatomy course

Gross

Wright

Anderson

2017

Anatomical Sciences Ed

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“…Completing examinations as a group only, without having completed an individual portion first, does not allow students to determine and reflect on their own answer before discussing their reasoning with the group (Löfgren and Lundahl, ; Zimbardo et al, ). As a result, the repeated nature of the examination protocol in the current investigation may have resulted in greater improvements due to the benefits of repeated testing (Karpicke and Roediger, ; Gilley and Clarkston, ; Soderstrom et al, ). Compared to similar two‐stage collaborative examination protocols, the magnitude of score improvements here is consistent with previously reported score improvements (Gilley and Clarkston, ; Knierim et al, ; Rivaz et al, ; Green et al, ).…”

Section: Discussionmentioning

confidence: 99%

Using collaborative two‐stage examinations to address test anxiety in a large enrollment gateway course

Fournier

Couret

Ramsay

et al. 2017

Anatomical Sciences Ed

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Large enrollment foundational courses are perceived as "high stakes" because of their potential to act as barriers for progression to the next course or admittance to a program. The nature of gateway courses makes them ideal settings to explore the relationship between anxiety, pedagogical interventions, and student performance. Here, two-stage collaborative examinations were implemented to improve test-taking skills and address widespread test anxiety in an introductory human anatomy course. Test anxiety data were collected (using the Motivated Strategies for Learning Questionnaire) before the first examination and last examination. Most students experienced decreased test anxiety over the course of the semester; however, some students may have experienced performance limiting conditions due to test anxiety at the end of the semester based on academic ability in the course (in "C" students when compared to "A" students: P < 0.00006 and "B" students: P < 0.05), overall academic ability (in academically weaker students: P < 0.025), and demographic factors (in women: P < 0.025). The strongest performances on examinations were primarily observed in already academically strong students (mean individual performance: P < 0.000, mean group performance: P < 0.000). Furthermore, changes in test anxiety were not significantly associated with the group portion of the examinations. Patterns of changes in test anxiety over the course of the semester underscore a complex interaction between test anxiety, student background, and student performance. Results suggest that pathways for test anxiety in "high stakes" courses may be separate from the mechanisms responsible for the benefits of collaborative testing. Anat Sci Educ 10: 409-422. © 2017 American Association of Anatomists.

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“…When SenseCam photographs are periodically shown to memory‐impaired patients to help them remember recent events, the accessibility of these memory traces may be progressively strengthened through the well‐documented memory‐enhancing effects of spaced retrieval practice . It is also possible, if not likely, that the details of the event memories will be altered to some degree by each viewing of the photographs.…”

Section: Research In Clinical Contextsmentioning

confidence: 99%

“…When SenseCam photographs are periodically shown to memory-impaired patients to help them remember recent events, the accessibility of these memory traces may be progressively strengthened through the well-documented memory-enhancing effects of spaced retrieval practice. [45][46][47] It is also possible, if not likely, that the details of the event memories will be altered to some degree by each viewing of the photographs. Reminder cues are thought to return stored memories to a labile state in which they are briefly amenable to updating-and distortionbefore reconsolidation mechanisms act to stabilize the trace.…”

Section: Figure 2 a Comparison Of Autobiographical Recall In Patientmentioning

confidence: 99%

Neurocognitive mechanisms of real‐world autobiographical memory retrieval: insights from studies using wearable camera technology

Chow¹,

Rissman

2017

Annals of the New York Academy of Sciences

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In recent years, investigation into the cognitive and neural mechanisms of autobiographical memory has been aided by the use of experimental paradigms incorporating wearable camera technology. By effortlessly capturing first-person images of one's life events, these cameras provide a rich set of naturalistic stimuli that can later be used to trigger the recall of specific episodes. Here, we chronicle the development and progression of such studies in behavioral and neuroimaging examinations of both clinical and nonclinical adult populations. Experiments examining the effects of periodic review of first-person images of life events have documented enhancements of autobiographical memory retrieval. Such benefits are most pronounced in patients with memory impairments, but there is mounting evidence that cognitively healthy individuals may benefit as well. Findings from functional magnetic resonance imaging experiments using wearable camera stimuli as retrieval probes have produced results that, although largely consistent with the broader episodic memory literature, have significantly extended prior findings concerning the underlying mnemonic processes and the neural representation of autobiographical information. Taken together, wearable camera technology provides a unique opportunity for studies of autobiographical memory to more closely approximate real-world conditions, thus offering enhanced ecological validity and opening up new avenues for experimental work.

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The Critical Importance of Retrieval—and Spacing—for Learning

Cited by 44 publications

References 21 publications

Effects of image‐based and text‐based active learning exercises on student examination performance in a musculoskeletal anatomy course

Effects of image‐based and text‐based active learning exercises on student examination performance in a musculoskeletal anatomy course

Using collaborative two‐stage examinations to address test anxiety in a large enrollment gateway course

Neurocognitive mechanisms of real‐world autobiographical memory retrieval: insights from studies using wearable camera technology

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