Retention of Text Information as a Function of the Nature, Timing, and Number of Quizzes

Abstract

In two experiments a total of 662 high school students read a prose passage, took a verbatim or paraphrase quiz, and a week later completed a verbatim or paraphrase delayed test. Taking a quiz significantly enhanced performance on the delayed test. Performance was consistently much higher on the verbatim than the paraphrase forms of quizzes and tests. Fitting the DATA RATHER WELL WAS A THEORY WHICH ASSUMES THAT A VERBATIM QUESTION IS BEST AT EVOKING RETRIEVAL OF PHONOLOGICALLY CODED INFORMATION IN SHORT TERM MEMORY WHEREAS A PARAPHRASE QUESTION IS BEST AT INSTIGATING TRANSFER OF THE INFORMATION INTO LONG-TERM, SEMANTIC MEMORY.

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Document Details

Document Type
Technical Report
Publication Date
Feb 01, 1974
Accession Number
AD0780515

Entities

People

  • Claire E. Lieberman
  • John R. Surber
  • Peter M. Zych
  • Richard C. Anderson
  • W. Barry Biddle

Organizations

  • University of Illinois Urbana–Champaign

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  • Human Systems
  • Space

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  • Air Force
  • California
  • Coding
  • Educational Psychology
  • Educational Technology
  • Illinois
  • Instructions
  • Instructors
  • Materials
  • Military Research
  • Personnel Management
  • Psychology
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Readers

  • Computational Linguistics
  • STEM Education
  • Team-Based Human-Centered Cognitive Task Decision Making and Information Performance.