Text Coherence was Disrupted by Scrambling - Arts and Humanities Assignment Help

Assignment Task :

 Experiment 1, using a coherent text, we found no retention benefit of testing compared to a restudy (control) condition. In Experiment 2, text coherence was disrupted by scrambling the order of the sentences from the text. The material was subsequently presented as a list of facts as opposed to connected discourse. For the incoherent version of the text, testing slowed down the rate of forgetting compared to a restudy (control) condition. The results suggest that the connectedness of materials can play an important role in determining the magnitude of testing benefits for long-term retention. Testing with a completion test seems most beneficial for unconnected materials and less so for highly structured materials. 

Keywords The testing effect . Retrieval practice . Text coherence . Long-term retention 

In recent years, there has been a resurgence of interest for the potential benefits of testing on long-term retention. Research has shown that taking tests during learning can have profound effects on later recall compared to less demanding learning strategies like repeated study (Roediger and Karpicke 2006a, 2006b). The general findings are especially surprising, since repeated study will most often result in superior performance on a recall test given shortly after learning. However, this short-term benefit is not long lasting. Repeated study will generally result in a relatively fast rate of forgetting, while successful retrieval of information during learning slows down the rate of forgetting (Carpenter et al. 2008; Wheeler et al. 2003). Consequently, testing generally results in superior recall performance after a relatively long retention interval. This so-called testing effect (also known as the retrieval practice effect) has been found with different types of materials and different types of tests and using a variety of retention interval conditions (Roediger and Karpicke 2006a). Claims have been made that the testing effect is of critical impor tance for education, and these claims have been corroborated by studies replicating 

Experiment 1 

One possible explanation for the inconsistent results in testing effect studies using short-answer questions could be the way recall performance was assessed. Testing effect studies using short answer questions have almost exclusively assessed recall after relatively long retention intervals of days or weeks (e.g., Butler 2010; Duchastel 1981; Hinze and Wiley 2011; Kang et al. 2007; LaPorte and Voss 1975; Nungester and Duchastel 1982). Assessing recall performance at a single point in time makes it impossible to directly investigate the course of forgetting. As noted earlier, one of the unique advantages of taking a recall test is that it slows down the rate of forgetting (Wheeler et al. 2003). Since testing effect studies using short-answer questions have assessed recall only after relatively long intervals, we do not know how short-answer tests might affect the course of forgetting. For instance, a benefit of testing found after a relatively long interval could also be the result of an initial difference between conditions which has simply persisted over the course of the retention interval. This possibility pertains especially to those studies using tests with corrective feedback during initial learning, because testing with feedback can also improve recall perfor mance after a relatively short retention interval (e.g., Butler et al. 2008). On the other hand, it could also be the case that the absence of a testing effect found after a certain interval reflects the point in time where the respective forgetting functions following different conditions of practice crossover (e.g., Wheeler et al. 2003). In that case, there can be no apparent difference in recall performance after a relatively long interval even though the preceding courses of forgetting were different. 

In sum, the conflicting results in testing effect studies using text materials and short-answer tests could simply stem from the fact that recall was assessed solely after a single long retention interval. Perhaps the results from these studies would have been more consistent if the course of forgetting had been the subject of investigation. In Experiment 1 of the present study, we investigated this possibility. Instead of looking at recall performance after a single long (1-week) retention interval, we also included a short (5-min) retention interval. If taking a short-answer test improves the retention of text material, then the rate of forgetting over the course of the retention interval should be slower following a short-answer test compared to a restudy (control) condition. 

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