Failure of further learning: activities, structure and meaning

Fritz, C. O., Morris, P. E., Reid, B., Aghdassi, R. and Naven, C. E. (2015) Failure of further learning: activities, structure and meaning. British Journal of Psychology. 106(1), pp. 22-45. 0007-1269.

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Item Type:	Article
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.
Uncontrolled Keywords:	Learning from text, fuzzy trace theory, memory, spacing, test practice
Subjects:	B Philosophy. Psychology. Religion > BF Psychology > BF309 Consciousness. Cognition L Education > LB Theory and practice of education > LB1050 Educational psychology > LB1060 Learning
Creators:	Fritz, Catherine O, Morris, Peter E, Reid, Barbara, Aghdassi, Roya and Naven, Claire E
Publisher:	British Psychological Society
Faculties, Divisions and Institutes:	University Faculties, Divisions and Research Centres - OLD > Faculty of Health & Society > Psychology Faculties > Faculty of Health & Society > Psychology
Date:	February 2015
Date Type:	Publication
Page Range:	pp. 22-45
Journal or Publication Title:	British Journal of Psychology
Volume:	106
Number:	1
Language:	English
DOI:	https://doi.org/10.1111/bjop.12060
ISSN:	0007-1269
Status:	Published / Disseminated
Refereed:	Yes
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URI:	http://nectar.northampton.ac.uk/id/eprint/7140

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