An exam taken 1 h after copying improves long-term retention of weakly learned graphical material¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In weak-retrieval students, an exam 1 h after figure copying significantly increased the Memory Index versus controls; exams at other times (-4 to -0 h, +0.5, +2 h) showed no significant effect. → P. Lopes da Cunha 2018

Evidence¶

P. Lopes da Cunha 2018¶

P. Lopes da Cunha, D. Ramirez Butavand, L. B. Chisari, F. Ballarini and H. Viola (2018). Exams at classroom have bidirectional effects on the long-term memory of an unrelated graphical task. npj Science of Learning 3:19. https://doi.org/10.1038/s41539-018-0036-7

q3 · i? · causal · r2

Weak-retrieval control groups (CTRw) had a Memory Index of about 0.5; the EXM +1 h group showed a significant improvement over its paired CTRw (t = 3.30, p < 0.01). Other EXM timings did not differ from their respective CTRw (p > 0.05).

"We observed an improvement of the Memory Index for students who experienced the exam 1 h after the copying of the figure in the TR day (Student 's t-test; EXM Condition +1 h vs CTRw ,t = 3.30, p < 0.01)."

Discussion¶

Learner Variables¶

• Long-Term Memory — outcome: instruction changes it

Related Claims¶

• A classroom exam bidirectionally modulates 24-h retention of an unrelated graphical task depending on when it occurs relative to learning — possibly the same claim (merge candidate)
• An exam within 1 h before or after copying impairs long-term retention of strongly learned graphical material — related
• Strong- and weak-retrieval control groups differ in baseline retention and were analyzed separately — related
• Exam effects on unrelated graphical memory show no gender differences — related