Long-Term Memory for Different Types of Classroom Knowledge
Abstract
Two studies examined students' long-term retention of knowledge learned in college courses. In Experiment I, retention for four different types of tasks was measured 4 and 11 months after the term ended. Overall, students retained a great deal of what they originally learned. Retention for the recognition, recall, comprehension, and mental skill learning tasks differed only for the recall task, which was significantly lower than the others. Experiment II analyzed knowledge retention in student tutors. Tutors retained more knowledge after 4 months than did the students they tutored. This suggests that tutoring, a type of overlearning, has positive effects that are maintained over time.
Document Details
- Document Type
- Technical Report
- Publication Date
- Aug 01, 1992
- Accession Number
- ADA255235
Entities
People
- George B. Semb
- John A. Ellis
- John Araujo