Acceso usuarios
Philip A. Higham, Bettina Zengel, Laura K. Bartlett, Julie A. Hadwin
Successive relearning involves repeated retrieval practice of the same information (with feedback) over multiple, spaced sessions. We implemented successive relearning in an introductory psychology class to explore potential learning benefits. After each weekly lecture, students were sent links via e-mail to engage in three learning practice sessions, each separated by 2 days. Half the students engaged in successive relearning (relearn condition), answering 20 fill-in-the-blank questions with corrective feedback. Within each session, correctly answered questions were dropped, whereas incorrectly answered questions were presented up to two more times. The other half of students restudied the same 20 sentences without blanks twice per session (restudy condition). Unlike previous research, we controlled the exposure duration of the learning materials between the relearn and restudy conditions. Learning practice sessions continued throughout the remaining 10 weeks of the semester, with students alternating each week between the relearning and restudying tasks. Recall of course material at the end of the semester was better for relearning compared with restudying. Increased recall during relearning sessions was associated with further learning benefits including improved metacognition, increased self-reported sense of mastery, increased attentional control, and reduced anxiety. Individual differences were not associated with the benefit of relearning over restudying in the retention tests. Qualitative feedback indicated that students found successive relearning to be enjoyable and valuable. Our research indicates that successive relearning is a valuable addition to any university course and is easy to implement using digital resources. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
