A classroom exam bidirectionally modulates 24-h retention of an unrelated graphical task depending on when it occurs relative to learning¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Exams are not innocuous: they can improve or reduce retention of temporarily associated unrelated content learned in the same school day. → 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 · r1

Classroom study of 631 students aged 12-17 in six Buenos Aires schools; students copied Rey-Osterrieth's figure and were tested 24 h later, with a single curricular exam occurring at times between -4 h and +4 h relative to copying. The article states exams "could improve or reduce the retention of temporarily associated content."

"Our results show that exams are not innocuous and that they could improve or reduce the retention of temporarily associated content."

Discussion¶

Related Claims¶

• An exam taken 1 h after copying improves long-term retention of weakly learned graphical material — possibly the same claim (merge candidate)
• An exam within 1 h before or after copying impairs long-term retention of strongly learned graphical material — a narrower finding that bears on this claim
• Exam effects on unrelated graphical memory show no gender differences — related