The Development Of The Interim Retrieval Practice And Influence Factors

It is a purpose of lifelong learning for everyone,lifelong learning and building a learning society.With the rapid development of science and technology and the dramatically increasing of knowledge,people urgently demand for efficient learning strategies.Retrieval practice as an effective learning strategy has been confirmed by a large number of empirical studies.However,previous studies have tended to focus on the direct effect of retrieval practice,ignoring another important function—the interim effect of retrieval practice.This study based on the development of the interim effect of retrieval practice and the influence factors,with the experimental method and questionnaire method.The goal of the Study 1 and 2 was to examine the development of the interim retrieval practice by using a relatively wide age range and the same materials in all participant groups.Study 1 examined the retrieval practice in younger university students,younger community adults and older community adults,who learning words related to the life closely by multiple series of learning paradigm,both testing and restudying as learning conditions,age and intelligence as covariance analyses.The results showed that all groups similarly benefited from testing and it had nothing to do with IQ and age.Study 2 compared the correcting recall percentage between grade one and four elementary school students.The findings indicated both junior and senior primary school students can benefit from the interim effect of retrieval practice.Study 3 and 4 discussed the primary objective factors influencing the interim effect of retrieval practice.Study 3 discussed the different retention interval(5min,30min and 1h)on the interim effect of retrieval practice.The results confirmed the one of Study 1 and showed that testing practice received significantly better retention performance than rereading in both short-and long-term interval delay testing.Study 4 revealed the interim effect of retrieval practice with different testing formats.The results replicated the one of Study 2 and showed that testing practice received better performance than rereading both in initial testing and final testing,while utilizing free-recall in all the sessions.The performance of repeated testing across recognition testing format was also better than the one’s of rereading after correcting,and both differences were stable.Study 5 and 6 discussed the primary subjective factors influencing the interim effect of retrieval practice.The tasks were a within-subject design with learning condition(testing vs.rereading)while a between-subject design was used in Study 1 to 4,a between-subject design with interval differ(10 min vs.2h).The results were echoed with the one of Study 1 and 3,and showed that the benefits from retrieval practice with feedback were significantly greater for students with lower working memory capacity than for students with higher working memory capacity on the long-term delayed testing.Based on the finding of Study 1,3,and 5,Study 6 surveyed the metocognition of the retrieval practice.There were both open-ended questions and close-ended questions in the survey.The results showed that relatively few students engage in self-testing(despite the large benefits of this strategy),while a majority of students repeatedly reading or doing practice problems.In sum,the current dissertation mainly revealed the development of the interim effect of retrieval practice and the influence factors.The interim effect of retrieval practice can be a beneficial lifelong learning tool for a diversity of learners,and the mechanisms underlying the interim effect of testing develop quite early in life and were intact at a relatively young age.It was benefit for both short-and long-term retention,unless testing formats.Retrieval practice may be an especially effective learning strategy for lower ability students.Students generally exhibit little awareness of the mnemonic benefits of practice retrieval enhances learning,and just see the testing as a neutral assessment of the materials.This dissertation supported the retrieving theoretical explanation of the interim effect of retrieval practice,especially the segregation based on testing hypothesis.