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Title:Enhancing memory and self-regulated learning with scaffolded retrieval
Author(s):Fiechter, Joshua L.
Director of Research:Benjamin, Aaron
Doctoral Committee Chair(s):Benjamin, Aaron
Doctoral Committee Member(s):Dell, Gary; Lane, H.; Sahakyan, Lili; Stine-Morrow, Elizabeth
Department / Program:Psychology
Discipline:Psychology
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):testing effect
retrieval practice
scaffolding
metacognition
metamemory
memory
learning
Abstract:Retrieving information enhances subsequent recall of that information. This testing effect has been demonstrated with a wide range of learning materials in both the laboratory and the classroom. But the benefits of testing are limited in two important ways, particularly with regard to the implementation of self-testing in the classroom: 1) self-testing is ineffective if learning conditions are especially difficult and 2) learners tend to make poor decisions when self-regulating retrieval practice. The experiments reported in this dissertation evaluate scaffolded retrieval techniques that were designed to enhance learning under very difficult learning conditions, and, consequently, expected to foster more judicious decision making when allowing learners to self-regulate their termination of retrieval practice. In our first set of experiments, we evaluate the benefits of diminishing-cues retrieval practice (DCRP), a scaffolded retrieval technique that places increasingly greater retrieval demands on learners as practice progresses. Relative to standard retrieval practice, DCRP benefits memory in very difficult learning conditions; furthermore, DCRP is just as effective as standard retrieval practice under conditions that also yield strong testing effects. In the second set of experiments, we evaluate the benefits of adaptive-cues retrieval practice, a scaffolded technique that adapts to an individual’s moment-to-moment ability such that retrieval demands are higher for better-learned items. Relative to DCRP, which offers rigidly structured scaffolding, the additional flexibility of ACRP extends the benefits of testing to an even greater degree. Finally, in our third set of experiments, we allowed learners to decide when to end practice when engaged in standard retrieval practice versus DCRP or ACRP. Despite the enhanced practice performance offered by DCRP and ACRP, learners did not practice items for longer in these conditions relative to standard retrieval practice.
Issue Date:2017-12-06
Type:Thesis
URI:http://hdl.handle.net/2142/99384
Rights Information:Copyright 2017 Joshua Fiechter
Date Available in IDEALS:2018-03-13
Date Deposited:2017-12


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