○ Spacing Effect
■ Explaining the general concept of the spacing effect and how it affects learning
● 5 research papers that explains what they did and the findings
○ Including their method and the general finding
■ Did the subject memorize more? Long term? Short term?
■ Differences in performance on the factual and conceptual questions?
■ The accuracy of the response?
● Research Gap
○ 3 Study on the combination of both spacing effect and testing effect ■ Each must include…
● What kind of method did they use? And what are the results?
● Example: Robert a. Bjork and Jennifer C. Storm’s study
● Part 5
○ What questions about this topic are unanswered? How are we planning to answer it?
■ Some previous study implements the use of uniform and expanding method to determine an expanding method are more effective in helping subject to recall information in the long-term. Landauer and Bjork’s (1978)
● While most study often has day to day or week to week delay between intervention to intervention. It is unsure what is the most optimal combination of spacing and testing for learning. Can we see the same outcome even when time is limited within an hour?
■ Most of the studies focus on using retention and memory but what about understanding? What kind of information tend to stay in mind?
Fact?Logical?
● We decided to use other test formats to see if there is a difference in scores on conceptual, factual, detail, and logical reasoning in different conditions. We want to investigate what kind of information tends to recall the most.
● Conceptual and logical reasoning are made in a free-response format.
■ Research questions:
● Is there a benefit of testing when the final test focuses on understanding rather than memorization? ( Cite a paper that done this question before)
● If so, does the benefit of testing over rereading depend on whether the intervals between study sessions are uniform or expanding?
■ Prediction: The testing conditions may remember logical reasoning more while ReReading may remember factual and conceptually more. Despite the fact that Testing conditions help retains the information longer in memory.
● Main effect of testing?
○ Yes, where people who test repeatedly will score higher on a test of comprehension than people who re-read.
■ What cited evidence supports this prediction?
● Main effect of spacing schedule?
○ Do we expect expanding intervals to be better or uniform intervals to be better?
■ What cited evidence supports our prediction?
■ If more than one alternative is plausible, what evidence supports each alternative?
● Interaction? ( Give evidence form research paper to support one of these predictions from some research paper)
○ One possibility is that the effects of spacing and testing are additive (no interaction) — they each contribute some
amount of learning that is independent of the other manipulation
○ Another possibility is that there are diminishing returns for each additional study strategy (interaction) — the first strategy adds some benefit, but each additional strategy adds slightly less than you would expect if it were the only one
○ Another possibility is that there are increasing returns for each additional strategy (interaction) — the combination of two strategies leads to more of a learning benefit than you would expect by summing the effect of the two strategies separately