The Effect Of The Timing Of Extraction Exercises And Feedback On The Memory Retention Of Second-grade Pupils

In this study,the second-grade elementary school students in Fuyang City,Anhui Province were selected as participants.In the real teaching situation,experiments were designed to explore the behavior of retrieval practice and the feedback timing after retrieval.It implies the direct and indirect effects of the retrieval practice.The pre-experiment was to set the learning time of the experimental materials in the formal experiment,and 30 participants were selected,and record the learning time and test scores of each participant.Then analyze the data.Finally,the duration of the study in the formal experiment was set to 11 minutes.Experiment 1 was adopted as a mixed experiment design of 2(study method:retrieval practice,repeated study)×2(test interval:instant test,delay test),and 67 students were selected to explore the effect of different study methods on the memory retention effect of lower grade primary school students.On the basis of determining that the retrieval practice was better than the repeated study,the experiment 2 was adopted by the mixed experiment design of 2(feedback timing:instant feedback,delay feedback)×2(test interval:instant test,delay test),and 68 students were selected.Try to understood the impact of feedback timing on the memory retention of lower grade primary school students by manipulating the feedback timing after the retrieval practice.The results showed:(1)The main effect of the test interval was significant.Under the condition of repeated study,no feedback of retrieval practice or feedback of retrieval practice,the scores of the participants in the instant test were significantly higher than those in the delay test.(2)The interaction between the study method and the test interval was significant.In the delayed test,the scores of the participants in the retrieval practice group were significantly higher than those in the repeated study group.(3)The interaction between the feedback timing and the test interval was significant.(4)The scores of the instant feedback group in the instant test and the delay test were significantly different,and the instant test score was significantly higher than the delay test;the difference in the scores of the test in the delayed feedback group was not significant.Conclusions:(1)Study method has affected the memory retention effect of second-grade primary school students.Compared with repeated study,the retrieval practice is more conducive to the maintenance of long-term memory.(2)The opportunity to extract feedback from the practice affected the memory retention of the second-grade primary school students.Delay feedback resulted in less forgetfulness in the subject compared to instant feedback,which is more conducive to long-term memory retention.