Rate of forgetting is independent of initial degree of learning.
It is commonly assumed that the rate of forgetting depends on initial degree of learning. Hence, comparison of forgetting across groups is usually carried out equating initial performance. However, these matching procedures add confounding variables. In four experiments, following Slamecka and McElr...
| Publicado en: | Memory & Cognition Vol. 50; no. 8; pp. 1706 - 1719 |
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| Autores principales: | , , , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Nov2022
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=160894495&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 160894495 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 0090502X MEG jtl: Memory & Cognition issn: 0090502X maglogo: N pubinfo: dt: Nov2022 vid: 50 iid: 8 pid: 237 pub: Springer Nature artinfo: ui: 160894495 10.3758/s13421-021-01271-1 ppf: 1706 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P size: 959KB tig: atl: Rate of forgetting is independent of initial degree of learning. aug: au: Rivera-Lares, Karim Logie, Robert Baddeley, Alan Della Sala, Sergio affil: Human Cognitive Neuroscience, Psychology Department, University of Edinburgh, Edinburgh, UK Department of Psychology, University of York, Heslington, York, UK su: Memory Learning Confidence intervals Descriptive statistics Prompts (Psychology) sug: subj: Memory Learning Confidence intervals Descriptive statistics Prompts (Psychology) keyword: Forgetting Rates Long-term Forgetting Repeated Testing Forgetting Rates Long-term Forgetting Repeated Testing ab: It is commonly assumed that the rate of forgetting depends on initial degree of learning. Hence, comparison of forgetting across groups is usually carried out equating initial performance. However, these matching procedures add confounding variables. In four experiments, following Slamecka and McElree (1983, Exp 3), we challenge this assumption through manipulating initial acquisition by varying the number of presentations of the material and studying the effect on rate of subsequent forgetting. A set of 36 sentences was presented either visually or auditorily. Different participants were exposed to the material two, four or six times. Forgetting was measured by means of a cued recall test at three time-intervals (30 s, 1 day and 1 week in experiments 1 and 2; 30 s, 1 day, and 3 days in experiments 3 and 4). A different subset of 12 sentences was tested at each delay. The outcome of these experiments showed that the initial acquisition depends on number of learning trials. However, the rate of forgetting proved to be independent of initial acquisition. This pattern remains constant across modalities of presentation and of the number of learning trials. The conclusion is that forgetting does not depend on initial acquisition. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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