In Experiment 3, individual learners showed greater forgetting over 24 hours than paired learners¶

Claim · All claims
Evidence · 1 study · causal r3 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The Test Delay x Condition interaction was significant in Experiment 3, with the Individual condition's rate of forgetting greater than the Paired condition's. → Imundo 2024

Evidence¶

Imundo 2024¶

Imundo, M. N., Zung, I., Whatley, M. C., & Pan, S. C. (2024). When Two Learners Are Better Than One: Using Flashcards with a Partner Improves Metacognitive Accuracy. Metacognition and Learning. https://link.springer.com/journal/11409/articles

q3 · i? · causal · r3

Experiment 3's 2x2 mixed ANOVA on cued-recall performance revealed a significant Condition x Test Delay interaction (ηp2 = .02). Follow-up t-tests showed Individual learners scored higher at the immediate test (d = 0.31) but the conditions did not differ at the delayed test (d = 0.07).

"the Test Delay x Condition interaction was significant, F (1, 208) = 5.11, p = .02, ηp2 = .02. The pattern of the interaction suggested that the Individual condition’s rate of forgetting was greater than the Paired condition’s."

Discussion¶

Learner Variables¶

• Long-Term Memory — outcome: instruction changes it

Related Claims¶

• Adolescents trained on word pairs in the afternoon show higher word-pair retention after 24 hours than evening-trained adolescents, but the difference is not sustained at 7 days — related
• The retention gap persisted at 48 hours with no differential forgetting between groups (39% vs 52%) — related
• Individual and paired flashcard learning yield comparable final cued-recall test performance — related
• Learning should be assessed with retention and transfer tests rather than current practice performance — related
• The retrieval (TTST) advantage appeared at both short (5 min) and long (24 h) retention delays, with no reliable evidence that it differed between them — related
• Sequential presentation of memory items produces less time-based forgetting than simultaneous presentation (Experiment 1) — related
• Repeated retrieval practice alters the rate at which learned items are forgotten, according to learn-to-criterion studies and forgetting-curve analyses the chapter reviews — related
• Studying flashcards in pairs raised negative affect in Experiment 1, but not in Experiment 2, which added an icebreaker and relaxed feedback rules — related