An exam within 1 h before or after copying impairs long-term retention of strongly 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
Design limits · P. Lopes da Cunha 2018: groups were assigned but students were analysed as independent (read from the study by two models, 2026-10-26)

Subclaims¶

q3 i? In strong-retrieval students, exams at -1, -0.5, +0, +0.5, or +1 h relative to copying significantly decreased the Memory Index versus controls; at -4 h and +4 h no impairment was observed. → 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

Strong-retrieval control groups (CTRs) had a Memory Index of about 0.6. Exams within 1 h of copying significantly decreased retention (e.g., +0 h: t = 3.98, p < 0.001; -1 h: t = 2.33, p < 0.05), while exams at -4 h or +4 h did not (p > 0.05).

"the presence of an exam either before ( −1o r −0.5 h) or after ( +0, +0.5, or +1 h) the copying of the figure, significantly decreased the memory index of the EXM groups with respect to their corresponding CTRs groups"

Discussion¶

Learner Variables¶

• Long-Term Memory — outcome: instruction changes it

Related Claims¶

• An exam taken 1 h after copying improves long-term retention of weakly learned graphical material — related
• A classroom exam bidirectionally modulates 24-h retention of an unrelated graphical task depending on when it occurs relative to learning — a broader claim this one bears on
• Strong- and weak-retrieval control groups differ in baseline retention and were analyzed separately — related