Retention of Text Material under Cued and Uncued Recall and Open and Closed Book Conditions

Citation data:

International Journal for the Scholarship of Teaching and Learning, ISSN: 1931-4744, Vol: 10, Issue: 2, Page: 10

Publication Year:
2016
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Repository URL:
http://digitalcommons.georgiasouthern.edu/ij-sotl/vol10/iss2/10
DOI:
10.20429/ijsotl.2016.100210
Author(s):
Nevid, Jeffrey S., Pyun, Yea Seul, Cheney, Brianna
Publisher(s):
Georgia Southern University
Tags:
Retrieval practice, open book, closed book, cued recall, uncued recall
article description
Evidence supports the benefits of effortful processing in strengthening retention of newly learned material. The present study compared two forms of effortful processing, uncued (free) recall and cued recall, under both open and closed book conditions, on both immediate and delayed (one-week) test performance. Participants read a section of a child psychology text and then completed either an uncued recall task in which they typed as much information as they could recall, or a cued recall task, in which they typed answers to study questions. Recall was conducted under open versus closed book conditions. No differences between cued and uncued conditions were obtained, but participants performed better on immediate test performance in the open book condition. No significant effects were found at delayed assessment. The results point to a short-term advantage of effortful review of text materials performed with access to study materials.

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