Failure of further learning: activities, structure, and meaning

British Journal of Psychology
Catherine O FritzClaire E Naven

Abstract

Previous research has shown that little benefit is achieved through spaced study and recall of text passages after the first recall attempt, an effect that we term the failure-of-further-learning. We hypothesized that the effect occurs because a situation model of the text's gist is formed when the text is first comprehended and is consolidated when recalled; it dominates later recall after verbatim memories of more recent study episodes have been lost. Experiments 1 and 2 attempted to circumvent the effect by varying the activities of participants and requiring interactive exploration. In both experiments, recall after four, weekly sessions showed little benefit beyond performance on the first recall. Experiment 3 interfered with the formation of an immediate situation model by introducing passages that were hard to comprehend without a title. Performance improved substantially across four sessions when titles were not supplied, but the standard effect was replicated when titles were given. Experiment 4 made verbatim memories available by incorporating all re-presentations and tests into one session; as predicted, recall improved over successive tests.

References

Nov 1, 1992·Memory & Cognition·M Carrier, H Pashler
Dec 5, 2000·British Journal of Psychology·C O FritzT D Wickens
Jul 5, 2002·Memory·Peter E Morris, Catherine O Fritz
Apr 23, 2003·Perceptual and Motor Skills·L Mark Carrier
Jul 1, 1962·Psychological Review·E TULVING
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Jul 10, 2009·Journal of Experimental Psychology. Learning, Memory, and Cognition·Nate KornellRobert A Bjork
Sep 16, 2009·Journal of Experimental Psychology. Applied·Lindsey E RichlandLiche Sean Kao
Jan 1, 2013·Psychological Science in the Public Interest : a Journal of the American Psychological Society·John DunloskyDaniel T Willingham

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