Publisher
University of Tennessee at Chattanooga
Place of Publication
Chattanooga (Tenn.)
Abstract
Past research has shown that individuals that engage in generative and elaborative learning techniques demonstrate a higher level of comprehension due to increased understanding across concepts (Brown, Roediger & McDaniel, 2014). Literature in this area has included investigating ways in which learners can actively engage in their learning to improve comprehension (Brown, et al., 2014). One learning technique that has been examined as a method for improving comprehension performance is self-generating questions (Bugg & McDaniel, 2012). The present study will build off previous studies that focused on the impact generating questions can have on retention in the short term, by investigating the impact that self-generating questions can have on long term retention (Weinstein, McDermott, & Roediger, 2010). This will entail implementing a three-week retention interval to measure retention across a typical forgetting curve of approximately 30 days. This will expand upon the typical intervals substantially to determine whether generative and elaborative study techniques truly benefit comprehensive learning in the long term. The present study will also focus on encouraging participants to develop strictly conceptual questions that engage the participant in linking concepts across the text. This focus on linking concepts will be emphasized by the addition of concept mapping, as a study strategy condition. Scores will be compared to determine the level of forgetting that took place in a comparison across four conditions (study, self-generate, self-generate and concept map, study and concept map). If significant, the results of this study could provide insights into how organizations can improve their training programs to maximize learning.
Date
October 2017
Subject
Industrial and organizational psychology
Document Type
posters
Language
English
Rights
http://rightsstatements.org/vocab/InC/1.0/
License
http://creativecommons.org/licenses/by-nc-nd/3.0/
Included in
Self-Generating Questions and Concept Mapping to Improve Long-term Recall Performance
Past research has shown that individuals that engage in generative and elaborative learning techniques demonstrate a higher level of comprehension due to increased understanding across concepts (Brown, Roediger & McDaniel, 2014). Literature in this area has included investigating ways in which learners can actively engage in their learning to improve comprehension (Brown, et al., 2014). One learning technique that has been examined as a method for improving comprehension performance is self-generating questions (Bugg & McDaniel, 2012). The present study will build off previous studies that focused on the impact generating questions can have on retention in the short term, by investigating the impact that self-generating questions can have on long term retention (Weinstein, McDermott, & Roediger, 2010). This will entail implementing a three-week retention interval to measure retention across a typical forgetting curve of approximately 30 days. This will expand upon the typical intervals substantially to determine whether generative and elaborative study techniques truly benefit comprehensive learning in the long term. The present study will also focus on encouraging participants to develop strictly conceptual questions that engage the participant in linking concepts across the text. This focus on linking concepts will be emphasized by the addition of concept mapping, as a study strategy condition. Scores will be compared to determine the level of forgetting that took place in a comparison across four conditions (study, self-generate, self-generate and concept map, study and concept map). If significant, the results of this study could provide insights into how organizations can improve their training programs to maximize learning.
Department
University of Tennessee at Chattanooga. Dept. of Psychology