How the Amount and Spacing of Retrieval Practice Affect the Short- and Long-Term Retention of Mathematics Knowledge
How the Amount and Spacing of Retrieval Practice Affect the Short- and Long-Term Retention of Mathematics Knowledge
复制标题
检索练习的数量和间隔如何影响数学知识的短期和长期保留
DOI：
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发表时间：
2020
影响因子：
10.1
通讯作者：
P. Ralston
中科院分区：
文献类型：
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作者：
K. Lyle;Campbell R. Bego;Robin F. Hopkins;Jeffrey L. Hieb;P. Ralston
从记忆中检索信息会增加信息稍后被记住的可能性。战略性地使用检索来增强记忆被称为检索练习。教师可以对学生的检索练习施加相当大的控制，规定学生何时练习以及练习多少。实验室研究表明，保留得益于增加练习的数量(即信息被检索的次数)和随着时间的推移而间隔练习。虽然提取练习是某些教育领域(如数学)学习经验的重要组成部分，但相对较少的研究探讨了增加提取练习的数量和间隔如何影响实际课堂内容的保持。在这里，我们在工科学生的微积分预科课程中实施了一个完整的科目内交叉练习数量(基线和增加)和练习间隔(基线和增加)。练习包括回答问答问题。我们在两个与教育相关的时间点评估了微积分前知识的保留情况：微积分前期课程结束时(学期内)和4周后微积分课程开始时(跨学期)。尽管一些证据表明，练习次数的影响不如间隔练习的效果好，但学期内的保持能力明显得益于练习次数和间隔练习的间隔。整个学期的留存完全得益于间隔的增加。鉴于在整个学期中保留微积分预科知识对于在更高水平的数学中取得成功至关重要，这些发现支持在现实世界的数学教育中增加间隔。我们讨论了我们的发现如何与更多关于提取练习增强记忆效果的文献相吻合。
Retrieving information from memory increases the likelihood the information will be remembered later. The strategic use of retrieval to enhance memory is known as retrieval practice. Teachers can exert considerable control over students’ retrieval practice, dictating when and how much students practice. Laboratory research has shown that retention benefits from increasing the amount of practice (i.e., the number of times information is retrieved) and from spacing practice out over time. Although retrieval practice is a prominent part of the learning experience in certain educational domains, such as mathematics, relatively little research has examined how retention of actual classroom content is affected by increasing the amount and spacing of retrieval practice. Here, we implemented a complete within-subjects crossing of practice amount (baseline versus increased) and practice spacing (baseline versus increased) in a precalculus course for engineering students. Practice consisted of answering quiz questions. We assessed retention of precalculus knowledge at two educationally relevant time points: the end of the precalculus course (within-semester) and the beginning of a calculus course 4 weeks later (across-semester). Within-semester retention benefited significantly from practicing more and from spacing out practice, although some evidence suggested that the effect of amount of practice was less robust than the effect of spacing. Across-semester retention benefited exclusively from increasing spacing. Given that retaining precalculus knowledge across semesters is crucial for success in higher-level mathematics, these findings support increasing spacing in real-world mathematics education. We discuss how our findings fit within the larger literature on the memory-enhancing effects of retrieval practice.