The training-by-content interaction did not vary with retention interval duration in the human experiment¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i0 negligible
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 No interaction between type of training and retention interval was found, and accuracy on fact vs. skill questions did not vary with retention interval duration. → Rachatasumrit 2023

Evidence¶

Rachatasumrit 2023¶

Rachatasumrit, N., Koedinger, K. R., & Carvalho, P. F. (2023). Evidence and theory for why the best example-problem ratio to optimize learning gain depends on knowledge content. https://osf.io/29wpe doi:10.31234/osf.io/eyxfw

q3 · i0 · causal · r2

In Experiment 1's mixed-effects model, retention interval (uncontrolled trivia-task duration) did not moderate the training-by-KC interaction (d = 0.15, p = .410). Equivalence was not tested; the article notes prior research suggested retention interval could moderate practice benefits.

"we found no interaction between type of training and retention interval, β = 0.01, t (124.52) = 0.834, p = .410, d = 0.15, and participants’ accuracy responding to fact vs. skill test questions did not vary with retention interval duration"

Discussion¶

Related Claims¶

• In a human experiment, verbatim facts are learned better from practice-only training while general skills are learned better from example-integrated training (cross-over content-treatment interaction) — related
• The training-by-content interaction is not specific to test question type, indicating transfer between skill and fact learning — related
• The effect of retrieval practice format on reading comprehension does not differ significantly between an immediate and a three-week-delayed final test — related
• Several candidate moderators show no reliable effects: retention interval, test type, presentation mode, and publication status — related
• Retrieval practice format, levels of thinking and retention interval show no significant three-way interaction on undergraduates' reading comprehension — related
• No testing effect was found for acquiring problem-solving skills through worked example study across eight experiments — related