A Free-Recall Demonstration Versus a Lecture-Only Control

Author:

Balch William R.1

Affiliation:

1. Pennsylvania State University, Altoona, PA, USA

Abstract

On their first class day, introductory psychology students took a 14-question multiple-choice pretest on several principles of memory including primacy, recency, storage, retrieval, counterbalancing, and the free-recall method. I randomly preassigned students to come at one of two different times to the second class, 2 days later, when they either participated in a free-recall demonstration/debriefing or heard a lecture on comparable material. In the third class, five days later, they took a posttest identical to the pretest. On the posttest but not the pretest, students participating in the demonstration/debriefing significantly outperformed those hearing only the lecture.

Publisher

SAGE Publications

Subject

General Psychology,Education

Cited by 3 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Teaching Psychology and Law;Teaching of Psychology;2017-05-31

2. A Referential Communication Demonstration Versus a Lecture-Only Control;Teaching of Psychology;2014-07

3. Benchmarks for scholarly investigations of teaching and learning;Australian Journal of Psychology;2013-03-01

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