Exam preparation in groups is a common educational practice. Yet, the effects of group rehearsal and group retrieval (as involved in exam preparation in groups) on later individual memory (during exams) remain poorly understood. This dissertation examined the competing roles of benefits from re-exposure to study material during group collaboration and losses from retrieval disruption that accrue from the other group members' output. The goal was to identify the combinations of group and individual retrieval that optimize final individual memory performance. Experiment 1 examined the effects of repeated group recall, repeated individual recall or a combination of group and individual recall on later individual recall. Participants studied a list of words and then completed three recall trials in one of four recall sequence conditions - III (individual-individual- individual), ICI (individual-collaborative-individual ), CII (collaborative-individual-individual) and CCI (collaborative-collaborative-individual). Results of Experiment 1 show that repeated group recall trials (CCI ), and securing individual organization prior to group recall (IC I), benefit later individual recall more than repeated individual recall trials (III). Experiment 2a and 2b examined the relationship between repeated group retrieval and the type of memory task that is used to assess retention (recall or recognition). In Experiment 2a, participants completed two group recall trials followed by an individual recall trial (C Recall-CRecall-IRecall ) or two group recognition trials followed by an individual recall trial (CRecognition-CRecognition- IRecall). In Experiment 2b, participants completed two group recognition trials followed by an individual recognition trial (C Recognition-CRecognition-I Recognition) or two group recall trials followed by an individual recognition trial (CRecall-CRecall- IRecognition). Results of Experiment 2a and 2b show that the type of memory test used during repeated group retrieval (recall or recognition) is an important factor when final individual memory is assessed with a recognition task (CRecognition-C Recognition-IRecognition g CRecall-CRecall-I Recognition) but not when assessed with a recall task (C Recall-CRecall-IRecall a¼ CRecognition-CRecognition- IRecall).It should be noted that unlike the other measures of organization such as the ARC scores (used on categorized lists) that ... paired frequency measure across the last two recalls (1.71) exceeded the measure across the first two recalls (1.13) , anbsp;...
|Title||:||Effects of Group Collaboration and Repeated Retrieval on Later Individual Memory|
|Author||:||Helena Maria Blumen|
|Publisher||:||ProQuest - 2008|