ORCID Identifier(s)

0000-0002-9938-3851

Graduation Semester and Year

2022

Language

English

Document Type

Thesis

Degree Name

Master of Science in Psychology

Department

Psychology

First Advisor

Hunter Ball

Abstract

One strategy that has been shown to promote long-term retention is spaced retrieval practice. In this study, we used standard and dropout procedures of spaced retrieval training to examine whether they produce superior retention and transfer relative to repeated restudy in novel vocabulary learning. Across three sessions spaced two days apart, participants learned 30 Swahili words with their English definitions via spaced testing or by restudying. Definitions were the same (fixed) across days in Experiment 1 and different each day (variable) in Experiment 2. A week later, all participants were tested using either the same (repetition) or new (transfer) definitions from study. It was found that standard spaced retrieval practice improved recall of repetition and transfer items compared to repeated restudy with both fixed and variable learning. We also found that although the dropout procedure takes less time, standard spaced retrieval results in more transfer. These findings have important implications for choosing learning techniques to achieve the best outcomes.

Keywords

Learning, Transfer, Testing Effect, Spaced Practice, Variable Encoding

Disciplines

Psychology | Social and Behavioral Sciences

Comments

Degree granted by The University of Texas at Arlington

Included in

Psychology Commons

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