An Individual's Rate of Forgetting Is Stable Over Time but Differs Across Materials

Topics in Cognitive Science

Volumn 8, Issue 1, 2016, Pages 305-321

  Sense, Florian ^a   Behrens, Friederike ^a   Meijer, Rob R ^a   van Rijn, Hedderik ^a  

^a UNIVERSITY OF GRONINGEN   (Netherlands)

Author keywords

Learning; Parameter stability; Spacing; Testing; Tutoring

Indexed keywords

ADOLESCENT; ADULT; EDUCATION; FEMALE; HUMAN; LEARNING; LINGUISTICS; MALE; MEMORY; PHYSIOLOGY; PROCEDURES; REACTION TIME; TIME FACTOR; YOUNG ADULT;

ADOLESCENT; ADULT; EDUCATION; FEMALE; HUMANS; LEARNING; MALE; MEMORY; REACTION TIME; TIME FACTORS; VOCABULARY; YOUNG ADULT;

EID: 84956575323     PISSN: 17568757     EISSN: 17568765     Source Type: Journal    
DOI: 10.1111/tops.12183     Document Type: Article

References (46)

1. Agarwal, P. K., Karpicke, J. D., Kang, S. H. K., Roediger, H. L., & McDermott, K. B. (2008). Examining the testing effect with open- and closed-book tests. Applied Cognitive Psychology, 22, 861-876.
2. Anderson, J. R. (2007). How can the human mind occur in the physical universe? New York: Oxford University Press.
3. Anderson, J. R., & Schooler, L. J. (1991). Reflections of the environment in memory. Psychological Science, 2(6), 396-408. doi:10.1111/j.1467-9280.1991.tb00174.x.
4. Atkinson, R. C. (1972). Optimizing the learning of a second-language vocabulary. Journal of Experimental Psychology, 96(1), 124-129.
5. Butler, A. C., & Roediger, H. L. (2007). Testing improves long-term retention in a simulated classroom setting. European Journal of Cognitive Psychology, 19(4-5), 514-527. doi:10.1080/09541440701326097.
6. Carpenter, S. K., Pashler, H., Wixted, J. T., & Vul, E. (2008). The effects of tests on learning and forgetting. Memory & Cognition, 36(2), 438-448. doi:10.3758/MC.36.2.438.
7. Carrier, M., & Pashler, H. (1992). The influence of retrieval on retention. Memory & Cognition, 20(6), 633-642.
8. Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354-380. doi:10.1037/0033-2909.132.3.354.
9. Cepeda, N. J., Vul, E., Rohrer, D., Wixted, J. T., & Pashler, H. (2008). Spacing effects in learning: A temporal ridgeline of optimal retention. Psychological Science, 19(11), 1095-1102. doi:10.1111/j.1467-9280.2008.02209.x.
10. De Jonge, M., Tabbers, H. K., Pecher, D., & Zeelenberg, R. (2012). The effect of study time distribution on learning and retention: A Goldilocks principle for presentation rate. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38(2), 405-412. doi:10.1037/a0025897.
11. Delaney, F. P. F., Verkoeijen, P. P. J. L., & Spirgel, A. (2010). Spacing and testing effects: A deeply critical, lengthy, and at times discursive review of the literature peter. In B. H. Ross (Ed.), The psychology of learning and motivation (1st ed., Vol. 53, pp. 63-147). Burlington: Elsevier. doi:10.1016/S0079-7421(10)53003-2
12. Dempster, F. N. (1988). The spacing effect: A case study in the failure to apply the results of psychological research. American Psychologist, 43(8), 627-634.
13. Donovan, J. J., & Radosevich, D. J. (1999). A meta-analytic review of the distribution of practice effect: Now you see it, now you don't. Journal of Applied Psychology, 84(5), 795-805. doi:10.1037//0021-9010.84.5.795.
14. Godbole, N. R., Delaney, P. F., & Verkoeijen, P. P. J. L. (2014). The spacing effect in immediate and delayed free recall. Memory, 22(5), 462-469. doi:10.1080/09658211.2013.798416.
15. Goossens, N. A. M. C., Camp, G., Verkoeijen, P. P. J. L., Tabbers, H. K., & Zwaan, R. A. (2014). The benefit of retrieval practice over elaborative restudy in primary school vocabulary learning. Journal of Applied Research in Memory and Cognition, 3(3), 177-182. doi:10.1016/j.jarmac.2014.05.003.
16. Hartwig, M. K., & Dunlosky, J. (2012). Study strategies of college students: Are self-testing and scheduling related to achievement? Psychonomic Bulletin & Review, 19(1), 126-134. doi:10.3758/s13423-011-0181-y.
17. Hintze, J. L., & Nelson, R. D. (1998). Violin plots: A box plot-density trace synergism. The American Statistician, 52(2), 181. doi:10.2307/2685478.
18. Jang, Y., Wixted, J. T., Pecher, D., Zeelenberg, R., & Huber, D. E. (2012). Decomposing the interaction between retention interval and study/test practice: The role of retrievability. Quarterly Journal of Experimental Psychology, 65(5), 962-975. doi:10.1080/17470218.2011.638079.
19. Jastrzembski, T. S., Gluck, K. A., & Gunzelmann, G. (2006). Knowledge tracing and prediction of Future Trainee Performance. Proceedings of the Interservice/Industry Training, Simulation, and Education Conference (pp. 1498-1508). Orlando, FL: National Training Systems Association.
20. Kalat, J. W. (2012). Biological psychology (11th ed). Cengage Learning: Wadsworth.
21. Kang, S. H. K., & Pashler, H. (2014). Is the benefit of retrieval practice modulated by motivation? Journal of Applied Research in Memory and Cognition, 3, 183-188. doi:10.1016/j.jarmac.2014.05.006.
22. Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319(5865), 966-968. doi:10.1126/science.1152408.
23. Kornell, N., & Bjork, R. A. (2008a). Optimising self-regulated study: The benefits - and costs - of dropping flashcards. Memory, 16(2), 125-136. doi:10.1080/09658210701763899
24. Kornell, N., & Bjork, R. A. (2008b). Learning concepts and categories: Is spacing the "enemy of induction"? Psychological Science, 19(6), 585-592. doi:10.1111/j.1467-9280.2008.02127.x
25. Kornell, N., Son, L. K., College, B., & York, N. (2009). Learners' choices and beliefs about self-testing. Memory, 17(5), 493-501. doi:10.1080/09658210902832915.
26. Lindsey, R., Mozer, M., Cepeda, N. J., & Pashler, H. (2009). Optimizing memory retention with cognitive models. In A. Howes, D. Peebles, & R. Cooper (Eds.), 9th International Conference on Cognitive Modeling - ICCM2009. UK: Manchester.
27. Lindsey, R. V., Shroyer, J. D., Pashler, H., & Mozer, M. C. (2014). Improving students' long-term knowledge retention through personalized review. Psychological Science, 25(3), 639-647.
28. McDaniel, M. A., Anderson, J. L., Derbish, M. H., & Morrisette, N. (2007). Testing the testing effect in the classroom. European Journal of Cognitive Psychology, 19(4-5), 494-513.
29. Morey, R. D., & Rouder, J. N. (2015). BayesFactor: 0.9.11-1 CRAN. Zenodo. doi:10.5281/zenodo.16238
30. Nijboer, M. (2011). Optimal fact learning: Applying presentation scheduling to realistic conditions. Groningen, The Netherlands: Unpublished master's thesis, University of Groningen.
31. Pavlik, P. I., Jr., & Anderson, J. R. (2003). An ACT-R model of the spacing effect. F. Detje, D. Doerner, & H. Schaub (Eds.), In Proceedings of the Fifth International Conference on Cognitive Modeling (pp. 177-182). Bamberg, Germany: Universitäts-Verlag Bamberg.
32. Pavlik, P. I., & Anderson, J. R. (2005). Practice and forgetting effects on vocabulary memory: An activation-based model of the spacing effect. Cognitive Science, 29(4), 559-586. doi:10.1207/s15516709cog0000_14.
33. Pavlik, P. I., & Anderson, J. R. (2008). Using a model to compute the optimal schedule of practice. Journal of Experimental Psychology: Applied, 14(2), 101-117. doi:10.1037/1076-898X.14.2.101.
34. Pavlik, P. I., Bolster, T., Wu, S., Koedinger, K. R., & MacWhinney, B. (2008). Using optimally selected drill practice to train basic facts. In B. Woolf, E. Aimer, & R. Nkambou (Eds.), Proceedings of the 9th International Conference on Intelligent Tutoring Systems (pp. 593-602). Canada: Montreal.
35. Pyc, M. A., & Rawson, K. A. (2010). Why testing improves memory: Mediator effectiveness hypothesis. Science, 330, 335.
36. Raaijmakers, J. G. W., & Shiffrin, R. M. (1980). SAM: A theory of probabilistic search of associative memory. Psychology of Learning and Motivation, 14, 207-262.
37. Raaijmakers, J. G. W., & Shiffrin, R. M. (1992). Models for recall and recognition. Annual Review of Psychology, 43, 205-234.
38. Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20-27.
39. Rouder, J. N., Speckman, P. L., Sun, D., Morey, R. D., & Iverson, G. (2009). Bayesian t tests for accepting and rejecting the null hypothesis. Psychonomic Bulletin & Review, 16(2), 225-237. doi:10.3758/PBR.16.2.225.
40. Rubin, D. C., & Wenzel, A. E. (1996). One hundred years of forgetting: A quantitative description of retention. Psychological Review, 103(4), 734-760. doi:10.1037/0033-295X.103.4.734.
41. Taraban, R., Maki, W. S., & Rynearson, K. (1999). Measuring study time distributions: Implications for designing computer-based courses. Behavior Research Methods, Instruments, & Computers, 31(2), 263-269. doi:10.3758/BF03207718.
42. Van den Broek, G. S. E., Segers, E., Takashima, A., & Verhoeven, L. (2014). Do testing effects change over time? Insights from immediate and delayed retrieval speed. Memory, 22(7), 803-812.
43. Van Rijn, H., Dalenberg, J. R., Borst, J. P., & Sprenger, S. A. (2012). Pupil dilation co-varies with memory strength of individual traces in a delayed response paired-associate task. PLoS ONE, 7(12), doi:10.1371/journal.pone.0051134.
44. Van Rijn, H., van Maanen, L., & van Woudenberg, M. (2009). Passing the Test: Improving Learning Gains by Balancing Spacing and Testing Effects. In A. Howes, D. Peebles, & R. P. Cooper (Eds.), Proceedings of the 9th International Conference on Cognitive Modeling (pp. 110-115). UK: Manchester.
45. Verkoeijen, P. P. J. L., & Bouwmeester, S. (2014). Is spacing really the "friend of induction"? Frontiers in Psychology, 5, 1-8. doi:10.3389/fpsyg.2014.00259.
46. Wissman, K. T., Rawson, K. A., & Pyc, M. A. (2012). How and when do students use flashcards? Memory, 20(6), 568-579. doi:10.1080/09658211.2012.687052.